万双网讯  近日，由广东教育学会国际教育专业委员会主办的“大湾区青少年模拟联合国2025未来领袖峰会”圆满落幕。万科双语学校五支学生战队在“智慧医疗赋能全民健康覆盖”主题赛事中表现优异，展现出扎实的思辨能力、出色的团队协作与国际表达能力。

Recently, the ‘Greater Bay Area Youth Model United Nations 2025 Future Leaders Summit’, hosted by the International Education Professional Committee of the Guangdong Education Society, concluded successfully. Five student teams from Vanke Bilingual School delivered outstanding performances in the ‘Empowering Universal Healthcare Coverage through Smart Medicine’ themed competition, demonstrating robust critical thinking, exceptional teamwork, and strong cross-cultural communication skills.

备赛期间，万双学子们历经了两个多月三轮赛事的锤炼，先后通过线上辩论与高级别磋商的层层考验，最终梦之队成功晋级线下峰会。峰会上，学校师生收获颇丰——梦之队荣获中学组团体一等奖，8G班简易、田濯缨获评最佳代表奖，8C班陈思月、肖希希、闫语晨获得优秀代表奖；万双队、星火战队拿下中学组团体二等奖；Future队斩获小学组团体二等奖；万双行队获评中学组团体三等奖。教师团队同样表现亮眼，牛楚原、李映瑶、周金凤老师荣获“2025新时代胜任力全球可持续发展”优秀指导老师奖，陈玮一老师获评新秀指导老师奖，邵淼老师获得优秀组织老师奖，万科双语学校也被授予“新时代全球胜任力可持续发展优秀指导单位”称号。

During preparations, Vanke Bilingual students underwent over two months of rigorous training across three rounds of competitions. They successfully progressed through the challenges of online debates and high-level consultations, culminating in the Dream Team's qualification for the in-person summit. At the summit, both students and teachers reaped substantial rewards: the Dream Team secured the First Prize in the Secondary School Team Category; Jian Yi (James) and Tian Zhuoying (Warren) from Class 8G were honoured with the Best Delegate Award; Chen Siyue (Elena), Xiao Xixi (Cici), and Yan Yuchen (Emily) from Class 8C received the Outstanding Delegate Award; the Wanshuang Team and the Spark Team claimed the Second Prize in the Secondary School Team Category; the Future Team earned the Second Prize in the Primary School Team Category; and the Wanshuangxing Team was awarded the Third Prize in the Secondary School Team Category. The teaching team also delivered outstanding performances: Teachers Niu Chuyuan, Li Yingyao, and Zhou Jinfeng received the Outstanding Mentor Award for ‘2025 New Era Competency in Global Sustainable Development’; Teacher Chen Weiyi was honoured with the Rising Star Mentor Award; Teacher Shao Miao received the Outstanding Organiser Award; and Vanke Bilingual School was conferred the title of ‘Outstanding Mentor Institution for New Era Global Competency in Sustainable Development’.

这场赛事不仅展现了师生们的综合素养，更体现了学校系统化培育其全球胜任力的教育实践成果。

This competition not only showcased the comprehensive competencies of both students and teachers but also demonstrated the educational outcomes of the school’s systematic cultivation of global competence.

赛事锤炼：从议题到行动的逻辑闭环

Competition Forging: The Logical Loop from Issue to Action

本次峰会议题设定为“智慧医疗赋能全民健康覆盖”，要求学生不仅理解智慧医疗的技术维度，更需从全球公共卫生治理的视角，分析不同国家立场、资源分配机制与政策实施路径。参赛团队经历了线上一般性辩论会议、高级别磋商会议的多轮筛选，最终在领袖峰会上进行综合展示。

The summit’s theme, ‘Empowering Universal Health Coverage through Smart Healthcare’, required students not only to grasp the technological aspects of smart healthcare but also to analyze the differing stances of various countries, resource allocation mechanisms, and policy implementation pathways from a global public health governance perspective. Participating teams underwent multiple rounds of selection through online general debates and high-level consultations before delivering comprehensive presentations at the Leaders’ Summit.

在这一过程中，学生需要完成议题研究、立场文件撰写、会议发言与协商谈判等系列任务。获奖团队展现出了严谨的逻辑分析能力与流畅的双语表达能力，尤其在跨文化沟通与团队协作方面表现突出。8G班的简易（James）分享道：“参加模拟联合国，我从一开始的紧张不安到后来能从容发言，变化在不知不觉中发生。最初拿到国家牌，觉得那些国际议题离自己很远，担心说错话。但在准备过程中，我查阅了大量资料，慢慢理解了一个国家的立场背后复杂的历史和现实考量。”

Throughout this process, students completed a series of tasks including thematic research, drafting position papers, delivering conference speeches, and engaging in negotiation. The winning teams demonstrated rigorous logical analysis and fluent bilingual communication skills, particularly excelling in cross-cultural dialogue and team collaboration. James Jianyi from Class 8G reflected: “Participating in the Model United Nations transformed me from initial nervousness to delivering composed speeches – a shift that occurred almost imperceptibly. When first assigned my country’s credentials, I felt detached from these global issues, fearing missteps. Yet through extensive research during preparation, I gradually grasped the intricate historical and practical considerations underpinning a nation’s stance.”

真正站上舞台时，挑战与成长并存。8C班的肖希希（Cici）回忆道：“当首次以五号代表身份登台，用流畅的双语阐述德国在智慧医疗领域的主张，望见评委点头记录的瞬间，所有疲惫都化作了滚烫的成就感。”这种基于真实议题的深度学习，超越了传统课堂的知识传授，让学生在复杂情境中锻炼了综合素养。

The actual stage brought both challenges and growth. Cici Xiao from Class 8C recalled: “When I first took the floor as the delegate of Germany (Delegate 5), articulating its stance on smart healthcare in fluent bilingual delivery, and saw the judges nodding and taking notes, all fatigue transformed into a burning sense of achievement.” This deep learning, anchored in real-world issues, goes beyond the knowledge transfer of a traditional classroom, honing students’ comprehensive competencies within complex scenarios.

社团培育：自主管理的学习共同体

Club Development: A Self-Governed Learning Community

此次参赛的多支队伍均来自学校模拟联合国社团。该社团自成立以来，坚持“自愿参与、自主管理、互助成长”原则，成为校园内颇具影响力的学术型学生组织。

Multiple competing teams originated from the school’s Model United Nations club. Since its inception, the club has adhered to the principles of ‘voluntary participation, self-governance, and mutual growth’, evolving into a highly influential academic student organisation on campus.

社团定期组织议题研讨、辩论实训与模拟会议，形成了稳定的学习与实践机制。成员们利用课余时间自主开展活动，从议题拆解、立场梳理到会议模拟，全过程均由学生主导推进。肖希希（Cici）补充道：“初入模联，手握‘德国代表’立场卡的我，面对繁杂的议题背景文件手足无措。为精准立足立场，我不断查阅欧盟医疗政策文献，多次与队友研讨、打磨论点，连用餐时都在默念发言稿的逻辑。”这种模式不仅培养了学生的研究能力与思辨精神，更在实践中锻炼了组织协调、团队合作等综合能力。

The society regularly organises issue seminars, debate training, and mock conferences, establishing a stable learning and practice mechanism. Members utilise their free time to independently organise activities, with the entire process—from issue analysis and position clarification to conference simulations—driven by students. Cici Xiao added: “When I first joined the Model UN, holding the ‘German Delegate’ position card, I was overwhelmed by the complex background documents. To accurately ground my position, I repeatedly consulted EU healthcare policy documents, held numerous discussions with teammates to refine arguments, and even mentally rehearsed the logic of my speech during meals.” This approach not only cultivates students’ research capabilities and critical thinking but also hones practical skills such as organisational coordination and teamwork.

8C班的闫语晨（Emily）分享了她的进步：“本次模联会议对我而言是一次充实且意义非凡的成长经历。相比以往，我对会议规则的理解有了质的飞跃。例如，我能够熟练运用程序性动议（Points and Motions）来推动辩论节奏，不再因规则生疏而手足无措，能够更流畅地参与到会议进程中。我还提升了自己团队协作意识，克服了单打独斗的习惯，学会了主动寻求盟友。除此之外，我参与了决议草案的起草工作，通过严谨的书面语言成功维护了国家利益。这让我深刻认识到，模联不仅是演讲的舞台，更是通过文字进行沟通与博弈的平台。”

Emily Yan from Class 8C shared her progress:“This Model UN conference proved a profoundly enriching and transformative experience for me. My understanding of conference procedures underwent a qualitative leap compared to previous engagements. For instance, I adeptly employed procedural motions to steer debate dynamics, no longer flustered by unfamiliar rules, enabling smoother participation throughout proceedings. I also enhanced my teamwork awareness, overcoming my tendency to work alone and learning to proactively seek allies. Furthermore, I participated in drafting resolutions, successfully safeguarding national interests through rigorous written language. This deepened my understanding that Model UN is not merely a platform for oratory, but also a space for communication and strategic engagement through written discourse.”

理念支撑：系统化的教育生态构建

Philosophical Foundation: Building a Systematic Educational Ecosystem

师生们精彩表现的背后，是学校系统化教育理念的支撑。万科双语学校坚持“让孩子站在未来中央”的办学理念，基于国家课程内容，吸收国际先进教育理念，创造性开设中西融合的、线上线下结合的、为学生成长服务的多元一体的万科双语课程体系，特别开设历史、人工智能、人生规划、建筑教育、万双云课等面向未来的特色必修课程，采用PBL跨学科融合教与学，沉浸式双语教学，积极打造差异性、回应式的因材施教的课堂，充分激发孩子学习内驱力，致力于培养身体健康、人格健全、学力卓越，具有家国情怀和国际视野，敢于创造美好未来的中国公民。

The outstanding performances of both teachers and students are underpinned by the school’s systematic educational philosophy. Vanke Bilingual School adheres to the educational principle of ‘placing children at the centre of the future.’Building upon the national curriculum framework and incorporating advanced international educational concepts, it has creatively developed a diverse, integrated Vanke Bilingual Curriculum System that blends Chinese and Western approaches, combines online and offline learning, and serves student development. This includes specially designed future-oriented compulsory courses such as History, Artificial Intelligence, Life Planning, Architectural Education, and Vanke Bilingual Cloud Courses. Employing PBL for interdisciplinary teaching and learning, alongside immersive bilingual instruction, the school actively fosters differentiated, responsive classrooms tailored to individual needs. This approach fully stimulates children’s intrinsic motivation, striving to cultivate citizens of China with good physical health, sound personality, excellent academic abilities, patriotism, international vision and the courage to create a better future.

这种办学理念及其所倡导的注重真实情境、跨学科整合与综合能力培养的教育模式，恰与模拟联合国活动所要求的全球视野、议题分析、双语沟通及协作思辨等核心素养相呼应，二者高度契合。8C班的陈思月（Elena）深有感触：“这场活动最珍贵的馈赠，是它为我打开了一扇看世界的新窗口。以前我总习惯用非黑即白的视角看待国际事件，而在模拟联合国的会场里，我看到每个国家的立场背后，都藏着发展的困境与民生的期盼。没有绝对的‘正义方’，也没有纯粹的‘对立面’。”

This educational philosophy, which emphasizes real-world contexts, interdisciplinary integration, and holistic competency development, aligns closely with the core competencies fostered by Model United Nations activities: global perspective, issue analysis, bilingual communication, and collaborative critical thinking. Elena Chen from Class 8C reflects deeply: “The most precious gift of this experience was opening a new window through which to view the world. Previously, I tended to view international events through a black-and-white lens. Yet within the Model United Nations chamber, I observed that behind each nation’s stance lie developmental challenges and aspirations for their people. There is no absolute ‘right side’, nor a purely ‘opposite side’.”

杨帆校长曾指出，学校的社团旨在为学生搭建自主发展的平台。学生基于共同兴趣自愿组建社团，利用学校安排的时间与场地进行学习、讨论和实践。这一过程不仅促进交流合作、结识新朋友，更有助于培养规则意识、团队精神，发展个人兴趣与技能，从而获得真实的成长体验。课堂学习为社团活动提供知识基础与方法训练，社团实践则深化和拓展了课堂所学，形成了良性的教育循环。8G班的田濯缨同学（Warren）从交流中获得深刻启发：“不同学校代表带来的多元视角极具启发性。他们基于不同文化背景提出的见解和解决方案，让我意识到许多问题并无标准答案，理解差异性本身就是一种重要的学习。”

Principal Yang Fan has emphasised that the school’s clubs aim to establish platforms for students’ autonomous development. Students voluntarily form clubs based on shared interests, utilising school-provided time and facilities for learning, discussion, and practical activities. This process not only fosters communication, collaboration, and new friendships but also cultivates awareness of rules, team spirit, and the development of personal interests and skills, thereby delivering authentic growth experiences. Classroom learning provides the knowledge foundation and methodological training for club activities, while club practice deepens and expands upon classroom learning, creating a virtuous educational cycle. Warren Tian from Class 8G gained profound insights from the exchange: “The diverse perspectives brought by representatives from different schools were highly enlightening. Their insights and solutions, rooted in varied cultural backgrounds, made me realise that many issues lack standard answers. Understanding differences itself is a vital form of learning.”

在这种教育理念的引领下，学生从知识接受者转变为学习主导者。简易（James）总结道：“模联像一扇窗，让我看到世界的复杂与辽阔，也看到自己成长的轨迹——从胆怯到勇敢，从独白到对话，这就是最珍贵的收获。”陈思月（Elena）则展望未来：“这段难忘的经历，会成为我未来人生路上的一盏明灯，指引我以更开阔的视野，去看待这个复杂而美好的世界。”

Guided by this educational philosophy, students transition from passive knowledge recipients to active learning leaders. James Jianyi reflected: “Model United Nations is like a window, revealing the world's complexity and vastness while showing my own growth trajectory—from timidity to courage, from monologue to dialogue. This is the most precious gain.” Elena Chen looked ahead: “This unforgettable experience will serve as a guiding light on my future path, helping me view this complex yet beautiful world with broader horizons.”

此次在模联舞台上的优异表现，生动展现了万科双语学校的育人成果，不仅为学生的未来发展奠定了坚实基础，也深刻诠释了学校“让孩子站在未来中央”的办学理念。相信未来将有更多的万双少年在探索中拓宽视野，在实践中提升能力，以青春之姿对话世界，用责任与担当书写新时代青少年的精彩篇章！

Their outstanding performance on the Model UN stage vividly demonstrates the educational achievements of Vanke Bilingual School. Not only does it lay a solid foundation for the students’ future development, but it also profoundly embodies the school’s educational philosophy of ‘placing children at the centre of the future’. We believe that in the years to come, more young scholars from Vanke Bilingual School will broaden their horizons through exploration, enhance their capabilities through practice, engage with the world in the spirit of youth, and write brilliant chapters for the new generation of young people with responsibility and commitment!

附：“大湾区青少年模拟联合国2025未来领袖峰会”我校获奖名单

Attachment: VBS Results in the "2025 The Future Leaders Model UN Summit"

梦之队获中学组团体一等奖；

8G班简易、田濯缨获最佳代表奖；

8C班陈思月、肖希希、闫语晨获优秀代表奖。

万双队：8C班蒋欣桐、8G班武诗晴、8I班杨雨秋、郑佳依、车蕊获中学组团体二等奖。

星火战队：7C班张孟遥、练媛、7E班田曦如、7G班熊梦凡、刘青昊获中学组团体二等奖。

Future 队：6I班李艾萌、沈芷萱、6O班管礼娴、6V班祝盈榛、6X班周安及获小学组团体二等奖。

万双行队：7I班李瑾瑜、齐梓妍、罗予晴、杨若愚、张晰涵获中学组团体三等奖。

牛楚原、李映瑶、周金凤获 “2025新时代胜任力全球可持续发展”优秀指导老师奖。

陈玮一获新秀指导老师奖。

邵淼获优秀组织老师奖。

万科双语学校获“新时代全球胜任力可持续发展优秀指导单位”称号。

The Dream Team won the first prize in the middle school group;

Class 8G Jian Yi and Tian Zhuoying won the Best Representative award;

Class 8C Chen Siyue, Xiao Xixi and Yan Yuchen were awarded the title of Outstanding Representative.

The Wanshuang team: Class 8C Jiang Xintong, Class 8G Wu Shiqing, Class 8I Yang Yuqiu, Zheng Jiayi and Che Rui won the second prize in the middle school group.

The Spark Team: Class 7C Zhang Mengyao and Lian Yuan, Class 7E Tian Xiru, Class 7G Xiong Mengfan and Liu Qinghao won the second prize in the middle school group.

The Future team: Class 6I Li Aimeng and Shen Zhixuan, Class 6O Guan Lixian, Class 6V Zhu Yingzhen and Class 6X Zhou Anji won the second prize in the primary school group.

The Wan Shuangxing team: Class 7I Li Jinyu, Qi Ziyuan, Luo Yuqing, Yang Ruoyu and Zhang Xihan won the third prize in the middle school group.

Niu Chuyuan, Li Yingyao and Zhou Jinfeng were awarded the "Outstanding Mentor Award for the 2025 New Era Global Competence Pioneer Program".

Chen Wei Yi won the “Rookie Coach Award”.

Shao Miao was awarded the “Outstanding Organizing Teacher”.

Vanke Bilingual School has been awarded the title of "Outstanding Guidance Unit for the 2025 New Era Global Competence Pioneer Program”.

附：模联成员感想（完整版）

8C 班肖希希（Cici）

初入模联，手握“德国代表”立场卡的我，面对繁杂的议题背景文件手足无措。为精准立足立场，我不断查阅欧盟医疗政策文献，多次与队友研讨、打磨论点，连用餐时都在默念发言稿的逻辑。当首次以五号代表身份登台，用流畅的双语阐述德国在智慧医疗领域的主张，望见评委点头记录的瞬间，所有疲惫都化作了滚烫的成就感。辩论环节的唇枪舌剑最是热血，各国家代表激烈交锋，我既要坚守德国科技强国的立场，又要兼顾全球公平发展的共识。而当分歧消融，与各国代表共同起草决议草案、在条款修改中寻找平衡点时，我明白了，模联不止是辩论，更是跨越国界的理解与协作。如今，模联已成为我生活的重要底色。它让我学会严谨、变得自信，在多元视角中拓宽格局。这份热爱早已超越竞技，成为探索世界、塑造自我的力量，我会带着这份热忱，在模拟会场践行责任，在真实世界传递包容与担当。

When I first joined Model UN as the German delegate, I was overwhelmed by the complex briefing documents. To accurately represent my position, I immersed myself in EU healthcare policies, refined arguments with teammates, and even rehearsed my speech during meals. The moment I stepped forward as Delegate No.5 and presented Germany’s stance on smart healthcare in fluent bilingual delivery, seeing the judges nod in approval, all my fatigue transformed into a surge of accomplishment. The debates were electrifying—a clash of perspectives where I balanced Germany’s role as a tech leader with the need for global equity. But the true revelation came when we moved beyond debate: collaborating with other delegates to draft a resolution, finding compromise in amended clauses. I realized MUN isn’t just about argument—it’s about building understanding across borders. Now, Model UN has become part of my identity. It taught me rigor, built my confidence, and broadened my worldview through multiple perspectives. This passion has grown beyond competition into a force that shapes how I explore the world. I’ll carry this commitment forward—honoring responsibilities in simulated chambers and championing empathy and accountability in the real one.

8C 班陈思月（Elena）

这场活动最珍贵的馈赠，是它为我打开了一扇看世界的新窗口。以前我总习惯用非黑即白的视角看待国际事件，而在模拟联合国的会场里，我看到每个国家的立场背后，都藏着发展的困境与民生的期盼。没有绝对的“正义方”，也没有纯粹的“对立面”，所有的磋商与妥协，都是为了寻找一条兼顾多方利益的最优解。这种多元视角的建立，远比一份通过的决议草案更有价值。模拟联合国的经历，是一场关于成长的修行。它让我学会了理性思辨，懂得了换位思考，更让我明白，在这个互联互通的世界里，唯有秉持包容与合作的态度，才能真正解决人类共同面临的挑战。这段难忘的经历，会成为我未来人生路上的一盏明灯，指引我以更开阔的视野，去看待这个复杂而美好的世界。

The most valuable gift of this experience was the new window it opened for me to see the world. I used to view international affairs in black-and-white terms, but within the Model United Nations chamber, I came to understand that behind each nation’s position lie its developmental challenges and the hopes of its people. There is no absolute “right side” nor a purely “opposite side”. Every negotiation and compromise aims to find an optimal solution that balances multiple interests. Building this multifaceted perspective is far more valuable than any adopted resolution draft. My Model UN journey has been a formative experience in growth. It taught me rational thinking and empathy, and helped me realize that in our interconnected world, only through inclusiveness and cooperation can we truly address the common challenges we face. This unforgettable experience will serve as a guiding light on my path ahead, leading me to view this complex yet beautiful world with broader vision.

8C 班闫语晨（Emily）

本次模联会议对我而言是一次充实且意义非凡的成长经历。我在以下方面取得了明显的进步：

1. 规则掌握更加娴熟：相比以往，我对会议规则的理解有了质的飞跃。例如：我能够熟练运用程序性动议（Points and Motions）来推动辩论节奏，不再因规则生疏而手足无措，可以更流畅地参与到会议进程中。2.团队协作意识、外交思维显著提升：我克服了单打独斗的习惯，学会了主动寻求盟友。通过与立场相近的代表进行积极磋商、撰写工作文件，我学会了妥协与共赢。3.文件写作能力增强：我积极参与决议草案的起草工作，通过严谨的书面语言成功维护了国家利益。这让我深刻认识到，模联不仅是演讲的舞台，更是通过文字进行沟通与博弈的平台。这次经历让我明白，模联的魅力在于多元的表达方式。虽然我在口语表达上仍有提升空间，但通过扎实的文件写作和高效的团队协作，依然能够在会议中发挥重要作用。在保持现有优势的基础上，未来我将继续练习发声与演讲，克服紧张心理，用更响亮的声音和坚定的气场，自信地为国家代言。

This Model UN conference has been a substantial and profoundly meaningful growth experience for me. I have made noticeable progress in the following areas:

1. Mastery of Procedure: My understanding of conference rules has improved significantly. I can now adeptly use Points and Motions to steer the debate, participating more fluidly without being hindered by unfamiliarity with the procedures.

2. Enhanced Teamwork and Diplomatic Thinking: I have overcome my tendency to work alone and learned to proactively seek allies. By actively consulting with like-minded delegates and drafting working papers, I have learned the art of compromise and achieving shared success.

3. Improved Document Writing Skills: I actively participated in drafting resolutions, using precise language to successfully safeguard my nation’s interests. This helped me realize that MUN is not just a platform for speech but also one for communication and negotiation through the written word.

This experience taught me that the appeal of MUN lies in its diverse modes of expression. While there is still room for me to grow in oral delivery, I learned that I can still play an important role through solid document preparation and effective teamwork. Moving forward, while building on my current strengths, I will continue to practice public speaking to overcome nervousness, so that I may represent my country with a more confident, resolute, and audible voice.

8G 班田濯缨（Warren）

参加完模拟联合国，我的收获远超预期，其中最宝贵的是与各校代表切磋的经历。会上，我遇到了逻辑严密的辩手、熟悉国际法的同学。我们围绕议题激烈讨论，在观点碰撞中，我看到了自身知识储备和思维角度的局限，这直接推动我去拓宽视野、深化思考。为了共同起草决议，我们必须学习倾听、妥协与协作。这个过程极大地锻炼了我的沟通与协商能力。尤其在即兴磋商和谈判中，我学会了快速组织语言、抓住问题核心，并尝试引导讨论方向，这些实战经验让我收获了扎实的能力。此外，不同学校代表带来的多元视角极具启发性。他们基于不同文化背景提出的见解和解决方案，让我意识到许多问题并无标准答案，理解差异性本身就是一种重要的学习。总之，这次模联让我在实战中检验并提升了自己的综合能力，获得了宝贵经验。与优秀同龄人的交锋让我更清楚自己的位置与方向，这份实实在在的收获和成长，让我感到非常高兴和充实。

Participating in the Model United Nations has given me far more than I expected, and the most valuable part was the opportunity to engage with delegates from other schools. At the conference, I met delegates who were strong in logical debate or well-versed in international law. Through lively discussions on the topics, I recognized the limitations in my own knowledge and perspective during the exchange of ideas, which motivated me to broaden my horizons and deepen my thinking. In order to draft a resolution together, we had to learn to listen, compromise, and collaborate. This process greatly strengthened my communication and negotiation skills. Particularly during spontaneous consultations and negotiations, I learned to organize my thoughts quickly, focus on the core of issues, and attempt to steer the discussion—these real-world experiences gave me solid, practical abilities.

Furthermore, the diverse perspectives brought by delegates from different schools were highly enlightening. Their insights and solutions, rooted in varied cultural backgrounds, made me realize that many issues have no standard answers, and that understanding differences is in itself an important form of learning. In summary, this Model UN experience allowed me to test and improve my comprehensive abilities through real practice and gain valuable  experience. Engaging with outstanding peers has given me a clearer sense of my own position and direction, and this tangible growth and fulfillment has left me truly happy and enriched.

8G 班简易（James）

参加模拟联合国，我从一开始的紧张不安到后来能从容发言，变化在不知不觉中发生。最初拿到国家牌，觉得那些国际议题离自己很远，担心说错话。但在准备过程中，我查阅了大量资料，慢慢理解了一个国家的立场背后复杂的历史和现实考量。真正站起来发言时，声音都有些发抖。后来发现，重要的不是声音多大，而是能否清晰表达观点。我开始认真听其他“代表”的发言，从他们的论点中学习。有次小组磋商，我们几个立场不同的国家居然找到了共识点，那份一起写决议草案到深夜的投入，让我真切感受到了合作的力量。更重要的是，我学会了换位思考——代表一个国家，就不能只从个人喜好出发，而要理解它的处境与选择。这让我在日常生活中也更能理解他人的不同。模联像一扇窗，让我看到世界的复杂与辽阔，也看到自己成长的轨迹 —— 从胆怯到勇敢，从独白到对话，这就是最珍贵的收获。

Participating in Model United Nations, I went from initial nervousness to being able to speak with ease—a change that happened almost without me noticing. When I first received my country placard, I felt those international issues were distant and was afraid of saying the wrong thing. But through extensive research during preparation, I gradually came to understand the complex historical and practical considerations behind a country’s stance.

When I actually stood up to speak, my voice trembled slightly. Later, I realized that what mattered was not how loud my voice was, but whether I could express my ideas clearly. I began to listen carefully to the speeches of other “delegates”, learning from their arguments. During one small-group consultation, several countries with different positions actually found common ground. Working together late into the night to draft a resolution, I truly felt the power of collaboration. More importantly, I learned to think from another’s perspective—representing a country meant I couldn’t just rely on personal preference but had to understand its circumstances and choices. This has also helped me better understand different viewpoints in daily life.

Model UN has been like a window for me—revealing the complexity and vastness of the world, and also showing the trajectory of my own growth:from timidity to courage, from monologue to dialogue. That is the most precious takeaway.

资料提供/ 牛楚原 于彬

翻译/ 黎晔升

排版/ 马葳

Contributed by Niu Chuyuan, Yu Bin

Translated by / Li Yesheng

Layout by / Ma Wei