万双网讯  2026年4月至6月，万科双语学校以“看见你，看见我”为主题，举办第八届心理健康活动月。本次主题蕴含深刻的心理成长意涵：向内，引导学生识别并接纳自我情绪、优势与局限，培养成长型思维模式与自我关怀能力；向外，鼓励学生感知他人情感与付出，提升共情力、感恩意识与协作能力。当“被看见”成为一种真切的生命体验，疗愈与成长便悄然发生。为期三个月的系列活动以主题探索、心理剧展演、E-talk演讲三大核心板块为支撑，将心理健康教育从课堂延伸至剧场、展板和家庭，营造出“人人被看见、人人愿看见”的温暖校园生态。

From April to June of 2026, Vanke Bilingual School (VBS) held its eighth Mental Health Month under the theme of “Seeing You and Me.” This theme carries profound psychological significance for growth: inwardly, it guides students to recognize and accept their own emotions, strengths, and limitations, fostering a growth mindset with compassion for self; outwardly, it encourages students to perceive others’ feelings, enhancing feelings of empathy, gratitude, and cooperation. When “being seen” becomes a genuine experience, healing and growth naturally occur. The threemonth program, supported by three core components—thematic exploration, psychological drama performances, and Etalk speeches—extended mental health education from the classroom to the theatre, exhibition boards, and to families, creating a warm campus ecosystem where “everyone is seen, and everyone wishes to see others.”

一、以剧为镜，在故事中照见彼此

I. Using Drama as a Mirror – Seeing Each Other in Stories

6月23日，万科双语学校校园心理情景剧决赛在学校剧场以舞台现场演出的形式首次呈现。四至八年级学生全员参与，历经班级推选、年级海选层层选拔，最终五个优秀剧目脱颖而出，会师全校决赛。

On June 23rd, the finals of the campus psychological situational drama competition were presented for the first time as a live stage performance in the school theatre. All students from Grades 4 to 8 participated, going through class selections and grade‑level auditions. Eventually, five outstanding plays stood out and reached the school‑wide finals.

四年级剧目《破茧》讲述了主人公小韩在困境中依靠自身勇气与同伴、老师支持重获力量的故事；五年级《魔法商店》带领观众经历了一场关于选择的成长思辨；六年级《网络沉迷的秘密》从孩子视角出发，揭示沉迷背后被忽视的情感需求；七年级《藏在身上的星光》传递“每个人身上都有独特光芒”的信念；八年级《镜子里的我们》则重新审视“优秀”的多元定义，展现青春成长的丰富可能。

The Grade 4 play Breaking the Cocoon told the story of the protagonist Xiao Han, who regained strength through his own courage and the support of peers and teachers in difficult times. Grade 5’s Magic Shop took the audience on a reflective journey about choices. Grade 6’s The Secret of Internet Addiction revealed, from a child’s perspective, the neglected emotional needs behind addiction. Grade 7’s The Starlight Hidden on Us conveyed the belief that “everyone has a unique light within.” Grade 8’s Us in the Mirror re‑examined the multiple definitions of “excellence” and showcased the rich possibilities of adolescent growth.

本次展演不设评委、不打分数，不以竞技为目的，唯有表达与聆听。正如活动总结中所言：“重要的不是舞台上的呈现多么完美，而是在排演的过程中我们经历过什么、感受到什么。” 心理学中的“替代性学习”理论在此得到生动诠释——当学生看到与自己相似的角色面对相似困境并尝试应对时，大脑会生成“我也能做到”的真实效能感。心理剧的意义远不止于表演，它以真实的情感触碰真实的心灵，让每一个故事成为照亮彼此的镜子，让“看见”在剧场中真正发生。

This performance had no judges, no scores, and no competitive aim—only expression and listening. As summarized in the event review: “What matters is not how perfect the stage presentation is, but what we experienced and felt during the rehearsal process.” The psychological theory of “vicarious learning” was vividly illustrated here: when students see characters similar to themselves facing similar challenges and trying to cope, their brains generate a genuine sense of efficacy—“I can do it too.” Psychological drama is far more than a performance; it touches real hearts with real emotions, allowing each story to become a mirror that illuminates others, and making “seeing” truly happen in the theatre.

二、以言为桥，在对话中抵达理解

II. Using Speech as a Bridge – Reaching Understanding Through Dialogue

2026年5月28日晚，以“看见孩子”为主题的亲子E-talk分享会在万科双语学校剧场如期举行，百余名师生现场参与，活动同步面向全校直播。5I班李欣怡与5F班刘佳翰担任主持，他们在开场白中阐释了“看见”的内核：“看见，从来不只是目光的停留，更是心灵的相通与懂得；看见，是全然的接纳、平等的尊重，更是毫无保留的陪伴与爱意。”

On the evening of May 28th, 2026, the parent‑child E‑talk sharing session themed “Seeing the Child” was held as scheduled in the VBS theatre. Over a hundred teachers and students attended in person, and the event was live‑streamed to the entire school. Hosts Li Xinyi from Class 5I and Liu Jiahan from Class 5F explained the core of “seeing” in their opening remarks: “Seeing is never just a glance; it is a connection and understanding of hearts. Seeing is full acceptance, equal respect, and unreserved companionship and love.”

七组分享嘉宾依次登台，以亲身经历讲述藏在日常生活中的教育感悟。2X班杨礼宁与爸爸分享了处理家中闲置公仔的经历——将不再需要的公仔免费赠予他人，这场关于“选择”的实践让父亲豁然开朗：真正走近孩子，须放下成年人的固有思维与功利判断，俯身站在孩子的视角看待世界。8I班张皓淳的爸爸远在非洲毛里塔尼亚工作，无法亲临现场，特录制语音寄语。当饱含思念的声音缓缓响起，在场众人无不动容。1C班陶鹿鸣与妈妈展开深度对话——做数学题发呆，是担心窗外无家可归的小鸟；把数字“6”写成“9”，是因为觉得像小胖墩翻了个跟头。这场对话让妈妈深刻反思：教育不应拘泥于对错评判，更要用心发掘孩子身上闪闪发光的特质。

Seven groups of speakers took the stage one by one, sharing educational insights hidden in everyday life and from their personal experiences. Yang Lining from Class 2X and her father shared their experience of giving away unwanted stuffed toys for free—a practice about “choices” that made the father suddenly realize that truly leveling with a child means letting go of adult thinking and utilitarian judgments, and bending down to see the world from the child’s perspective. The father of Zhang Haochun from Class 8I, who works far away in Mauritania, Africa, could not attend but recorded a voice message. As the longing voice slowly played, everyone was deeply moved. Tao Luming from Class 1C and her mother had a profound dialogue—daydreaming during math class because she worried about homeless birds outside the window, and writing “6” as “9” was because she thought the chubby “6” had done a somersault. This dialogue prompted the mother to reflect deeply: education should not be limited to judging right and wrong; it should carefully discover the shining qualities in children.

此外，7E班毛钰彤的爸爸讲述了关于拼搏与诚信的成长故事，以温柔拥抱替代苛责，让孩子懂得不必畏惧犯错；1E班张嘉轩的妈妈现场与孩子们互动——“难过时最喜欢爸爸妈妈怎么安慰你？”孩子们的回答质朴而真切：“抱抱我”“陪我玩一会儿”；7C班胡圣杰的妈妈分享了从焦虑掌控到信任放手的心路历程；2O班黄静怡与妈妈围绕成长型思维展开交流，展现了家庭教育双向奔赴的美好模样。七个温情故事，七份真挚感悟——这不仅是一场分享交流，更是一次直抵内心的心灵对话。

In addition, the father of Mao Yutong from Class 7E told a story about perseverance and integrity, replacing blame with gentle hugs so that the child learned not to fear mistakes. The mother of Zhang Jiaxuan from Class 1E interacted with the children on site, asking: “When you are sad, what do you like most about how your parents comfort you?” The children’s answers were simple and genuine: “Hug me,” “Play with me for a while.” The mother of Hu Shengjie from Class 7C shared her journey from anxiety and control to trust and letting go. Huang Jingyi from Class 2O and her mother discussed a growth mindset, showing the beautiful “twoway journey” of family education. Seven warm stories, seven sincere insights—this was more than just a sharing session; it was a heartfelt dialogue that reached deep into the soul.

与此同时，全校教师以年级组为单位，同步开展“看见孩子”主题演讲专场。各年级组教师结合日常教育教学中的真实观察与体悟，站上舞台讲述他们眼中的孩子——那些课堂上的闪光瞬间、成长中的微小挣扎，以及那些不被看见却值得被珍视的内心世界。

At the same time, all teachers, organized by grade groups, concurrently held “Seeing the Child” themed speech sessions. Teachers from each grade group, drawing on real observations and insights from their daily teaching, stood on stage to talk about the children from their point of view—the shining moments in class, the small struggles in growth, and the inner worlds that often go unnoticed but deserve to be cherished.

小学低段教师分享了如何从孩子天马行空的问题与“不完美”的作业中，读懂其独特的思维方式与创造力；小学高段教师讲述了陪伴孩子度过学业转折期时的耐心与觉察；初中部教师则聚焦青春期学生的情绪波动与自我认同，探讨如何在尊重与边界之间给予恰如其分的支持。没有宏大的教育叙事，只有一个个真实发生在教室、操场、办公室里的温暖片段：有老师说起那个总爱在课堂上发呆的孩子，原来是在默默消化家庭的变故；有老师回忆起那个被贴上“调皮”标签的学生，其捣蛋行为背后隐藏着对关注与认同的深切渴望。

Lower primary teachers shared how they read children’s unique ways of thinking and creativity from their whimsical questions and “imperfect” homework. Upper primary teachers spoke of the patience and awareness needed to accompany children through academic transitions. Secondary teachers focused on the emotional fluctuations and identity issues of adolescents, discussing how to provide appropriate support while balancing respect and boundaries. There were no grand educational narratives, only warm fragments from what truly happened in classrooms, playgrounds, and offices: one teacher mentioned a child who always daydreamed in class, and it turned out he was silently processing family changes; another recalled a student labelled “naughty,” whose disruptive behaviour hid a deep longing for attention and recognition.

从心理专业视角来看，教师“看见孩子”的过程，本质上是系统性共情训练与教育觉察的实践。当老师们将目光从“问题行为”转向“行为背后的需求”，从“管控”转向“理解”，教育便从单向的知识传递升维为双向的心灵对话。正如活动主题所揭示的：看见，从来不只是目光的停留，更是心灵的相通与懂得。教师们在演讲中完成的不仅是一次表达，更是一次对自身教育观念的梳理与重构——他们重新看见了每一个孩子作为独立生命个体的丰富与完整。

From a psychological perspective, the process of teachers “seeing” children is essentially a practice of systematic empathy training and educational awareness. When teachers shift their focus from “problem behaviors” to “needs behind behaviors,” and from “control” to “understanding,” education rises from oneway knowledge transmission to twoway soul dialogue. As the theme reveals: seeing is never just a glance; it is the connection and understanding of hearts. In their speeches, teachers not only expressed themselves but also reorganized and rebuilt their own educational beliefs—they once again saw the richness and wholeness of every child as an independent individual.

教师演讲与亲子E-talk形成有机呼应：家长“看见孩子”，是家庭中爱的落地；教师“看见孩子”，是校园里教育的生根。家校从不同维度共同诠释了“看见你，看见我”的深层意涵——当孩子在家中被理解、在校中被懂得，成长便拥有了最坚实的双重支撑。

The teacher speeches and the parent‑child E‑talk echoed each other organically: when parents “see” their children, love takes root at home; when teachers “see” their students, education takes root at school. Together, home and school interpreted the deeper meaning of “Seeing You and Me” from different dimensions—when children are understood at home and appreciated at school, their growth gains the strongest support.

三、以展为窗，在表达中获得成长

Using Exhibition as a Window – Gaining Growth Through Expression

活动月期间，学校在各大楼层展板区域设立“看见你，看见我”主题展览，打造沉浸式校园表达空间。学生们围绕“我的一次成就或进步”“我身上让我喜欢的地方”“一次失败带给我的成长”“最近让我烦恼的事”等维度展开自我觉察书写，同时通过“谢谢你帮过我的一件事”“我感受到的你的关心或爱”“我眼中你的一个优点”等视角，表达对他人的看见与感恩，在文字中完成双向的情感流动。

During the activity month, the school set up “Seeing You and Me” themed exhibition areas on bulletin boards across all floors, creating an immersive campus space. Students wrote about self‑awareness along ideals such as “one achievement or progress I made,” “something I like about myself,” “what a failure taught me,” and “something that bothers me lately.” At the same time, they expressed their appreciation and gratitude towards others through perspectives like “one thing you helped me with,” “a moment I felt your care or love,” and “one of your strengths in my eyes,” completing a reflection about emotions through words.

“六一”活动当天，心理放松乐园设置三大主题互动摊位——扇面涂鸦区、感谢手串制作区、手工笔袋制作区，让学生在沉浸式体验中深化主题认知，以创意表达释放情绪、传递温暖。

On Children’s Day, the Mental Health Relaxation Zone set up three interactive booths—fan painting, gratitude bracelet making, and handmade pencil case crafting—allowing students to deepen their thematic understanding through immersive experiences, releasing emotions, and spreading warmth through creative expression.

从自我关怀到感恩他人，从书写表达到动手体验，每一个孩子都在这个过程中被鼓励去“看见”自己、“看见”他人，也在“被看见”中收获归属感与价值认同。整个校园由此形成了一个情感流动的闭环——当表达被展示、感恩被看见，心理健康教育便不再停留于课堂，而是化作了无处不在的成长滋养。

From self‑care to gratitude for others, from written expression to hands‑on activities, every child was encouraged to “see” themselves and others, and to gain a sense of belonging and value affirmation through “being seen.” The entire campus thus formed an insular emotional loop—where expressions are displayed and gratitude is seen, mental health education no longer stays in the classroom but becomes a ubiquitous nourishment for growth.

结语

Conclusion

看见，就是疗愈的开始。当同学们在心理剧表演时或者参观展览区，某个情节或某个场景而心头一紧、眼眶发热时，那些被看见、被理解的情绪，已经在悄悄流动、悄悄释放。心理健康的本质，不是永远快乐、永远坚强，而是允许自己有情绪，也敢于表达情绪；是知道自己不完美，但仍然接纳自己；是看到别人与己不同，依然能够理解和尊重。

Being seen is the beginning of healing. When students, during the psychological drama performances or while visiting the exhibition areas, felt a pang in their hearts or tears welling up at a certain plot or scene, those emotions—both seen and understood—were already quietly flowing. The essence of mental health is not eternal happiness or strength, but allowing oneself to have emotions and daring to express them; it is knowing that one is imperfect yet still being accepting of it; it is seeing others as different yet still understanding and respecting them.

万科双语学校第八届心理活动月虽已圆满落幕，但关于看见、理解与共同成长的故事仍在继续。愿每一位师生和家长都能成为那个“看见”的人，愿每一个孩子都能在“被看见”中自信、阳光地绽放。

Although the eighth Mental Health Month at Vanke Bilingual School has drawn to a close, the stories of seeing, understanding, and growing together continue. May every teacher, student, and parent become one who “sees,” and may every child bloom confidently and brightly in the sunshine of “being seen.”

附现场视频：

资料提供/ 余丹

翻译/ 张紫霞

Proofreading of translation/ Timothy Beers

排版/ 马葳