2026年盛夏，苏科外六年级学子们再次背起行囊，踏上前往英国的研学旅程。这并非一次简单的远行，而是一场精心设计的成长奔赴——当东方少年遇见英伦课堂，当吴文化底色碰撞工业文明遗存，一段关于探索、理解与蜕变的篇章就此展开。

        自项目启动以来，赴英研学已成为苏科外六年级课程体系中独具特色的拓展板块。今年，学子们继续深入Wiltshire当地的学术课堂，与同龄英国学生同席上课，在真实的语言环境中磨砺沟通能力；入住经过严格筛选的寄宿家庭，在日常相处中感受地道的英伦生活；走访博物馆、历史遗迹和自然景观，用脚步丈量这座工业革命发源地的深厚底蕴。     

        这不仅是一次地理意义上的跨越，更是一次认知与心智的远行。在全球化日益深入的今天，教育的使命早已不再局限于知识的传递，而更在于培养能够理解多元文化、具备国际胜任力的年轻一代。苏科外始终坚持“博融天下，慧悦人生”的办学理念，以研学为纽带，将课堂延伸至世界，让世界成为学生的教科书。

Design&Technology（设计与技术）：

当想法从指尖“长”出来

        DT课程让孩子们的想法从指尖“长”出来。在这里，学习不是用笔和纸，而是用手和材料——编织、缝纫、烹饪、木工、造型与艺术，每个孩子都能在其中找到与自己对话的那道“菜”。

        缝纫与编织课上，学生们从穿针引线开始，当一根线穿过布面、一个结被稳稳打牢，他们在重复动作中获得的专注与耐心。

        烹饪是另一种创造。如何搅匀面粉做pizza的饼坯？黄油软化到什么程度才能让曲奇酥脆？同学们在动手制作的过程中体验失败与尝试修正。学生们学习的不只是一道菜，更是收获了在烹饪的过程中合作与分享的喜悦。

        木工课上，从学习安全使用锯子、刨子、砂纸开始，刨花卷曲落地的声音、木材表面从粗糙到光滑的触感变化，创意从指尖生花，这些都是科外学子与世界的别样对话。

        DT课把抽象的“设计思维”变成了锯末、油墨、热熔胶和面团上实实在在的印记。而学生们沾上的染料、没擦干净的土豆泥，都成了他们在这个课程里最亮眼的勋章。

戏剧（Drama）：

在角色与动作中，找到自己的“另一副面孔”

        走进戏剧教室，学生们最先学会的不是台词，而是“放下自己”。角色扮演是课程的核心主线，每个学生都要领到一个“人设卡”，孩子们需要先分析人物的社会身份、情绪状态和说话习惯，然后用声音去“塑造”角色。一次次的反复练习中，孩子们惊讶地发现，原来“说话”本身就有无穷的戏剧张力。

        舞台肢体训练则是课程的另一重头戏。在专业戏剧导师的安全指导下，学子们学习如何通过肢体语言讲故事。一个精心设计的“扇巴掌”动作，实则是彼此配合表演共同编织的视觉错觉。这些技术背后，是对身体控制力的训练，也是对舞台上“真实的虚假”这一表演本质的深刻理解。

        课程之余，英国校方还精心搭建文化分享交流平台，诚挚邀请我校师生开展主题分享。不同于单向的学习观摩，本次交流以双向对话、文化互通为核心，让异国师生近距离、全方位了解真实鲜活的中国校园与中国教育。

        分享过程中，学子们结合自身学习经历，生动解读中国校园的文化底蕴与育人特色，既展示了国内校园劳逸结合、全面发展的教育氛围，也传递了勤学善思、积极向上的中国学子精神面貌。鲜活的校园日常、真挚的青春感悟、独特的东方校园文化，让英国师生耳目一新，充分打破了文化壁垒，让异国伙伴真切感受到中国教育的温度与魅力、中华文化的包容与底蕴。

在场的英国师生全程认真聆听、积极互动，不时点头赞许，对中国校园文化、教育模式以及中国青少年的自信风采给予高度评价。大家纷纷表示，此次分享生动真实，让他们跳出固有认知，深入了解了中国校园的真实模样，也深刻感受到了中英教育文化的差异与特色，为后续深度交流奠定了良好基础。

以少年之声，架友谊之桥；以文化为媒，促双向成长。此次英国校园文化分享活动，是我校国际研学交流的重要一环。学子们走出国门、大胆表达、自信输出，不仅锻炼了语言表达与跨文化沟通能力，更以青春视角讲述中国故事、传递中国声音。

        这段跨越山海的文化之旅，最动人的章节并非写在景点门票上，而是写进日常生活的细碎温暖里。

        学子们暂别了课堂与书本，走进了英国住家真实的烟火气中——和住家一起动手制作黄油饼干，给住家妈妈做拿手的“中式炒饭”，适逢生日，住家一起给庆生，周末一起乘火车去周边的城镇欣赏美景了解文化，博物馆体验新奇，体验高尔夫，打保龄球......这些看似平常的片段，恰恰构成了他们对英伦生活最鲜活的记忆。

        这些片段拼凑出的，远不止是一段旅行，而是一份跨越语言与国界的亲情。每段体验都像一次小小的冒险，也是学生们在研学过程中，任何课堂都无法复制的成长课。孩子们通过这次研学懂得：真正的成长，不是走了多远的路，而是在另一个国家拥有了第二个家的体验。

 为期四周的研学之旅已圆满落下帷幕。这段跨越山海的文化旅程，不仅为学子们打开了观察世界的窗口，更在离别之后沉淀为深刻的情感共鸣与成长感悟。

他们说：

Before this trip, learning meant absorbing information. In the UK, it meant sawdust on my trainers, flour on my sleeves, and a sewing needle that kept slipping through my fingers. The DT room became my second home—one day I was sanding a wooden box until it felt like silk, the next I was wrestling with a sewing machine to stitch a crooked pouch, and then measuring butter and sugar for scones that actually rose. Every failure taught me more than any perfect product ever could. But the learning didn't stop at the workshop door. Walking through the British Museum, I traced the Rosetta Stone with my eyes and realised that every civilisation left behind its own “prototype” of language and belief. In Cambridge, punting on the Cam, I finally understood why poetry was written about this place—not because it’s pretty, but because it makes you feel small and curious at the same time. The trip wasn’t about collecting landmarks; it was about collecting the courage to try, to break, and to rebuild. And I’m taking that courage home, along with a wooden spoon I carved myself.

——Arther 张若谷

In the morning, I got up early as usual, ate the oatmeal cooked by my host family, paired with the mushroom sauce I had brought with me. Although I was in a foreign land, I was able to savor the taste of home. It felt warm inside. I was happy to spend three enjoyable weeks at Malmesbury School with the Zhu family and their classmates. Here, I experienced the diversity of different cultures: completely different curricula, completely different teaching methods, completely different meals, and completely different classmates. These small details allowed me to feel the charm of England. The students were very friendly and welcoming, and the teachers were patient and helpful. As for the host family, well, they were simply meticulous and attentive. I was happy to spend three wonderful weeks in the small town of Malmesbury. Today, we delivered a choir and martial arts fitness routine for our host family and study partners, allowing them to experience the charm of our culture. Finally, I want to thank the school for providing me with this opportunity, my parents for their support, my classmates for their help, and myself for having such a joyful time without any conflicts with my fellow students！

——Bell 包蓓儿

Bath day well spent, travelling back 2000 years to Roman Britain. And I would like to say that history really hits different when you’re standing right inside it. Anyway, it turns out, the ancient Romans were masters of relaxation long before us. Such a lovely throwback trip!

——Dora 赵梦瑶

As the group leader, I spent the first few weeks focusing on classes, discipline, and running through the daily schedule. But during the final week—the tour week—I found myself shifting from being a "manager" to an "observer." The kind of growth that never showed up in the classroom slowly surfaced through every mile of road and every step we took.

At the British Museum, a few of them gathered around the Rosetta Stone, quietly debating how ancient Egyptian script was deciphered. A British tourist nearby gave them an approving glance. I stood a little way off, feeling a pride I couldn't quite put into words. The Shambles in York was packed with tourists, yet my students managed to tune out the noise, carefully framing the carved window details with their cameras.

What touched me most, though, was watching them on the coach ride back from each city. Before, they would have spent the whole journey scrolling through their phones. Now they were sharing what they'd seen that day, repeating the guide's words in broken English, and some even pulled out their notes to quietly review. The girl who used to cry from car sickness now took the initiative to help her classmates take photos. The boy who was always straggling learned to count heads and tell me, "All here, teacher."

I know they're not taking home the kind of photos you tick off a checklist. They're taking home a new attitude toward the world—a willingness to approach it, to understand it, and to think about it. As a teacher, I've done countless schedule confirmations and emergency plans, but the most precious moments were never on any itinerary—it was the few seconds they all held their breath together in front of York Minster's stained glass; it was the quiet moment on the Cambridge when they listened to the boatman's last explanation; and it was the simple politeness of their spontaneous applause for the guide when we said goodbye.

——Rachel 祁昱彤（带队老师）

As a teacher accompanying a group of students from China to the UK, I have had the privilege of witnessing something truly special. Tasked with overseeing their daily learning and well-being, I expected challenges — language barriers, cultural differences, and perhaps a touch of homesickness. What I did not expect was the sheer resilience and enthusiasm these young learners would show in the face of an entirely new world.

The cultural shock was real, for them and even for me. But instead of retreating, the children leaned in. They adapted quickly — sometimes faster than adults ever could. Their curiosity became a driving force. In DT (Design and Technology) and cooking classes, I saw them fully immersed, their eyes lighting up as they worked with tools and ingredients unfamiliar to them. These lessons revealed the strength of British education: hands-on, creative, and deeply practical. For our students, used to a more exam-focused system, it was a refreshing and valuable complement — a chance to learn not just with their minds, but with their hands and hearts.

Then there was the homestay experience. Living with British families gave the children something no classroom could: daily, authentic communication. From breakfast table conversations to evening chats, they were gently pushed into a full-English environment. At first, some were shy, fumbling for words. But within days, they were asking questions, sharing stories, and even joking in English. It was more than language practice — it was a lesson in connection, empathy, and courage.

Watching them grow, I realized that education is not just about books or grades. It’s about creating spaces where children feel safe enough to be curious, challenged enough to grow, and supported enough to thrive. The UK has offered our students that space. And as their teacher, I am not just a guide — I am also a learner, inspired every day by their open-mindedness and vitality. This journey has reminded me that when we step out of our familiar surroundings, we don’t just discover new places — we discover new versions of ourselves.

——张文肖亿（带队老师）

        与此同时，家长也见证了孩子们独立品格与国际视野的同步成长，他们认为行程安排科学合理，兼顾了学术内容、文化体验和生活实践，使学生在安全有序的环境中实现了全方位的成长。

        八天的文化探索之旅，如同一部徐徐展开的英伦文明画卷。学子们穿梭于历史与当代之间，在世界顶级博物馆、千年古城与学术殿堂中，用脚步丈量知识的深度与广度。

        大英博物馆内，专业中文讲解带领学生穿行于罗塞塔石碑与帕特农神庙浮雕之间，每一件文物背后的人类命运故事，都让学生对世界文明的交流与碰撞有了更直观的认知。国家美术馆中，学生们在导师的解析中初识西方艺术的视觉语言与精神内核。

        在温莎城堡的古老石墙下，学生们佩戴中英文讲解器，聆听王室九百年的兴衰更迭，哥特式教堂的巍峨穹顶与骑士厅的甲胄陈列，将课本中的英国历史化作触手可及的真实。约克城中，学生们穿行于中世纪肉铺街的石板路，仰望约克大教堂的彩色玻璃窗，在罗马城墙的遗迹旁感受这座古城两千年的层叠记忆。

        而剑桥的康河泛舟与牛津的叹息桥漫步，则将学术殿堂的神圣与诗意浸润进每一颗年轻的心。撑篙船夫用英文讲述学院间的趣闻轶事，学生们在轻轻摇曳中感受徐志摩笔下的浪漫。

        来到利物浦，学生们了解这座港口城市如何连接世界，也引发他们对殖民历史、贸易与移民等议题的初步思考。

行程尾声在曼彻斯特，同学们穿行于伊蒂哈德球场内外，感受着百年足球历史的厚重与激情。而工业博物馆则展现了英国从蒸汽时代到数字时代的变迁，每一件展品都让同学们真切体会到曼彻斯特作为“世界工厂”的昔日荣光。

从绿茵场上的激情到自然科学的深邃，这座工业革命发源地的城市正以多元的面貌向同学们展示了知识与文明的魅力，并在研学中深深烙印在每个人的心中。

        每一处参访都不仅是一次观光，更是一堂跨学科的文化课。学生们在真实情境中比对中英建筑风格、分析历史因果关系、记录所见所感，把旅途变成了一本活生生的“世界教科书”。当他们在约克大教堂的彩窗前驻足良久、在大英博物馆的希腊展厅小声讨论、在康河上安静地聆听船夫讲解——这些专注的瞬间，正是行走的课堂最动人的回响。

        英伦之行虽已画上句点，但它在学子们心中激荡的回响远未平息。科外学子们在异国文化中淬炼的独立品格、在真实场景中习得的语言能力、在与不同文化背景人群交往中培养的开放心态，也深切感受到不同文化背景下的思维方式和价值观念。

        这场跨越八千公里的旅程，收获的不仅是个体的成长，更是教育理念的落地回响。当学子们带着经历与思考回归日常，他们带回的，是一颗更为开阔却更加笃定的心——既知世界之大，亦更懂中国之重。

        正如一位同学在研学总结中所言：“这次经历让我明白，世界很大，但距离不是障碍；语言不同，但真诚可以跨越一切。”这段英国研学的夏日记忆，将持续照亮孩子们前行的方向。