下文为钱江晚报对此次MIT项目的报道。

Shandy是杭州娃哈哈双语学校(WBS)五年级学生，上个月去了趟美国，被波士顿干燥的天气折磨得够呛——因为没有带润唇膏，嘴唇干得说话都费劲。没想到不出几天居然是她自己解决了这个困扰。小姑娘在那里自制了一支非常特别的润唇膏。

回国时，她把唇膏带了回来，并向钱报记者讲述了制作唇膏背后的故事——

今年暑假，包括Shandy在内的WBS小学和初中的18位同学，远赴美国参加麻省理工学院（MIT）科创教育项目，度过了难忘的三周。她就是在MIT实验室里亲手制作了这支神奇的唇膏。膏体是银色的，灯光一照亮闪闪的，还透着股香甜的柠檬味，滋润效果不错。

MIT是世界各国学霸向往的高等学府，像Shandy这样的小学生为何能在这里学习体验？据记者了解，杭州娃哈哈双语学校(WBS)和娃哈哈外籍人员子女学校(WIS)是MIT埃杰顿中心开展教育合作计划的第一所海外学校，Shandy和同学们此次参与的项目，亦是MIT埃杰顿中心首次面向非英语母语国家的学生设计的课程。该中心由MIT设立，旨在为在读学生和美国本土K-12学校的学生提供开展科学实践性教学的场所，并配备了专职教师。

谈到项目缘起，学校创办人杜建英女士透露，初识MIT埃杰顿中心的创始人Kim Vandiver教授，惊讶于其开创的开放式学习模式，并乐于由MIT教授亲自花大量时间鼓励和帮助美国高中生开展科学探究性学习。杜总跟Kim教授表达了想为学校的中小学生开设这个项目的意愿。今年五月，Kim Vandiver教授及其夫人Kathleen Vandiver教授应邀到学校访问交流，看到了学生扎实的英语水平以及创造力和探究能力。他非常愿意为学生定制专属课程，并将MIT专利的生物科技教具和课程方法共享给学校，将其运用在未来的教学中。

杜建英女士表示，“这是为了更好地践行我校国际化办学理念，我们想通过MIT顶尖的科创教育理念和方式，激发孩子们的好奇心和兴趣，培养他们的创造力和批判性思维，并建立自主探究能力，为他们的终身学习奠定坚实的基础。”

Shandy, a fifth-grader at Wahaha Bilingual School Hangzhou, went to the United States last month and was tortured by the dry weather in Boston. Because she didn't have lip balm, her lips became chapped and it was hard for her to talk. She solved the problem herself in a few days by making a very special lipstick.

When she returned to China, she brought the lipstick back and told the reporter from Qianjiang Evening News about the story behind making the lipstick.

This summer, 18 students from WBS primary school and middle school, including Shandy, went to the United States for an unforgettable three weeks and participated in the MIT Science and Innovation Education Program. Shandy made this magic lipstick in the MIT Lab. The paste is silvery, the light shines brightly, and it also has a sweet lemon flavor, which is good for moisturizing.

MIT is an institution of higher learning that welcomes scholars from all over the world. Why can a primary school student like Shandy learn there? According to the reporter, Wahaha Bilingual School (WBS) and Wahaha International School (WIS) are the first overseas schools to carry out an educational cooperation program with the MIT Edgerton Center. The project that Shandy and the other students participated in is the first course designed for non-native English speakers at the Edgerton Center. Established by MIT, the Center is designed to provide hands-on science and engineering programs to students and teachers in K-12 schools in the United States, and is equipped with full-time teachers.

Speaking of the origin of the project, Ms. Jane Du, the founder of Wahaha Schools, revealed that she was amazed by the open learning model in the MIT Edgerton Center, when she first met Professor Kim Vandiver, the founder of the Center. The professor is willing to spend a lot of time to encourage and help students in the United States to carry out scientific inquiry learning. Ms. Du expressed her willingness to set up the program for Chinese students. In May this year, Professor Kim Vandiver and his wife, Professor Kathleen Vandiver, were invited to visit the schools and saw the students' solid English proficiency, creativity and inquiry skills. He was more than willing to customize an exclusive program for Wahaha students and share the MIT patented biotech teaching tools and course methods with the schools for future teaching.

Ms. Du said, “This is to better implement the internationalized education philosophy of our schools. Through MIT’s cutting-age science and education concepts and methods, we want to stimulate the curiosity and interests of children and cultivate their creativity and critical thinking skills, so as to build independent inquiry skills and lay a solid foundation for their lifelong learning."

记者翻看了一下学生们在MIT的课表，涵盖了生物、化学、物理课等等，看起来难度不小。像Shandy这么点大的孩子，听美国大学教授和老师用英语上专业课，能听懂吗？

“能有什么问题？”Shandy反问。记者在18位参与项目的孩子中问了一圈，大家都表示，不仅听课没问题，而且和教授交流自如。究其原因，一方面是因为WBS的日常英语教学给他们打下了扎实的基本功，另一方面是因为在课程设置上，MIT科创教育项目会根据学生的年龄段调整。

除了语言能力，这群少年的动手能力和创造力也在MIT的课堂上得到了充分的展现。他们跟着老师一起动手，做了一堆有趣的小玩意，俨然个个都是动手达人。

Shandy对那堂唇膏制作课记忆深刻，制作配方也是张口就来：“先在烧杯里放13毫升油、6克蜂蜡和5.5克黄油，加热成液体后，向混合物中放入6小勺色素，加热搅拌……”

看似轻松简单的唇膏制作，其中暗含了色彩化学的相关知识，是一种超有趣的体验式学习，而且很实用。

三周海外学习结束，Shandy回到家向父母展示成果，除了唇膏，还从包里掏出带有LED灯的小帽子、手电筒、眼睛会“发光”的瓢虫电路项链……统统是在MIT课堂上制作的。

也有孩子在课堂上发掘出了自己的潜能。新初一男生何璨舟在MIT上课的第一天有些“抓狂”。因为他一直以为自己不擅长手工，那天课堂上有个动手环节，用针线在帽子上缝制电路。“刚听到这项任务，我简直焦头烂额，可真的上了手之后，发现并没有想象中那么难。”

过了几天，老师又要求电焊出一只瓢虫，小何一口气做了两只。把底板架在架子上，戴上护目镜，握着600℃的电焊棒，将铁丝焊接到电路板上，剪掉剩余部分，他的焊接操作简洁利落。“这么顺利，大概和我之前在学校课堂上接触过电焊有关。”小何解释说。

据带队老师爆料，小何拿着电焊棒焊接时，眼睛在发光，因为平常在WBS的课堂中学生经常有机会应用科学，批判性地探索与理解科学和社会之间的相互作用。“我觉得自己像科学研究者，拿着工具，很专业的样子。”小何笑着说。

The schedule of classes at MIT included subjects like biology, chemistry, physics and it could seem quite difficult for the students to understand these subjects in English. The reporter asked, “Can a child as young as Shandy comprehend well enough classes taught in English by American university professors and teachers?

“That was no problem for us,” Shandy answered. The reporter asked the 18 children involved in the project, and everyone said that not only did the classes go smoothly, but they also communicated freely with the professor. The reason is, on the one hand, because the daily English teaching in WBS has laid a solid foundation for them, and on the other hand, because the MIT Program was adjusted according to the age of the students.

In addition to language skills, the hands-on ability and creativity of these teenagers was also fully demonstrated in the MIT classroom. They were fully engaged by the teachers and made several interesting things, all of which were hand made.

Shandy remembered well about the lipstick making class and she could easily recite the recipe. "First put 13ml of oil, 6g of beeswax and 5.5g of butter in a beaker. After heating into a liquid, add 6 teaspoons of pigment into the mixture, heat and stir..."

Making the lipstick might seem to be a simple process but it implies the knowledge of color and chemistry. It was super fun experiential learning and very practical.

After three weeks of overseas study, Shandy came home to show her parents the results. In addition to lipstick, she also took out a small hat with LED lights, a flashlight, and a ladybug circuit necklace with eyes that would "glow"... all were made in the MIT classes.

There are also children who have discovered their potential in the MIT classroom. A freshman student in our middle school, Canzhou He, was somewhat "crazy" on the first day of class at MIT because he always thought that he was not good at DIY. There was a hands-on session that required sewing a circuit onto a hat. "When I heard about this task, I was so frustrated. But after I really got it, it was not as difficult as I thought."

The teacher asked the students to use a soldering iron to make a circuit in the shape of a ladybug, and Xiao He did two in one breath. He put the bottom plate on the shelf, put on the goggles, held the 600 °C soldering iron, soldered the wire to the circuit board, cut off the remaining part…His soldering operation was quick and neat. "It went so smoothly probably because of my previous learning about soldering in our school class." Xiao He explained.

According to the teacher who led the team, Xiao His eyes were glowing with excitement when he was using the soldering iron. WBS Students often have the opportunity to apply science in the daily classroom and critically explore and understand the interaction between science and society. "I feel like a scientific researcher, holding a tool, very professional." Xiao He said with a smile.

作为各国学霸向往的高等学府，在MIT上课是一种怎样的体验？参加项目的18位少年都提到了一个词——“新奇”。老师们教他们手电筒制作，也教他们鸟爪设计、玩生命乐高……在动手体验的过程中融入科学，激发兴趣的同时加深对知识的理解。

所以孩子们最大的感触是：科学原来这么有趣！

Serena在四年级科学课上学过简单电路，这次MIT的手电筒制作课要运用电路相关知识，她做起来得心应手。“这节课把绘画和电路结合起来，首先是在帽子上画好图案，再通过缝线把电池固定在帽子上，预估好LED灯缝的位置，然后将电池和灯连接成电路。”Serena回忆。深入学习的复杂电路，也成了她最感兴趣的一堂课。

Shandy之前在学校科学课上制作过能在水面上平稳漂浮的小船。MIT的浮船研究课上，她又尝试了“小船2.0版”，难度更高——用10根小木棍、胶带、铂金片制作船身，还要用长木棍制作船帆。“因为之前有过经验，所以做起来更驾轻就熟，小船放进水里，可以承载10枚硬币的重量，用风扇吹能从起点一路飘到另一端。”

此外，他们还在MIT见到了许多新奇事物。何璨舟印象最深的是高速摄影，教授演示时让他上台奔跑做动作，同时用高速摄像机拍摄，这让小何觉得很新鲜。“高速摄像机看起来和普通相机差不多，当镜头里一切都放慢脚步时，能捕捉到很多有趣的瞬间。”

“MIT的学习更多是动手操作的，课堂也更加放得开，教授们都很博学，我每次提问他们都能立刻回答，我觉得太厉害了。”小何说。

What kind of experience is it to attend classes at MIT? The 18 teenagers who participated in the project mentioned one word- "novelty". The teachers taught them to make flashlights, and also taught them to design bird claws and play living Lego... In the process of hands-on experiences, it incorporates science and inspires interest while deepening the understanding of knowledge.

No wonder the overall feeling of the children is that science is so interesting!

Serena has learned simple circuits in the fourth-grade science class. This time, MIT's flashlight making class also required circuit-related knowledge, and she did it very well. “The class combines painting with circuits. First, we have to draw a pattern on the hat, then fix the battery on the hat with a suture, estimate the position of the LED light slit, and then connect the battery and the light into a circuit.” Serena recalls. The complex circuit of in-depth study became one of the lessons that she was most interested in.

Shandy had once made a boat that floats smoothly on the water in school science class. At MIT's floating boat research class, she tried the "boat version 2.0", which was even more difficult. The hull was made with 10 small wooden sticks, tape, and platinum chips, and the sails were made with long wooden sticks. "Because of my previous experience, it was easier to do. The boat can carry the weight of 10 coins in the water and can float all the way from the starting point to the other end with the help of a fan."

In addition, the students witnessed many new things at MIT. What impressed Xiao He most was high-speed photography. During the demonstration, the professor asked him to run on stage and shoot with a high-speed camera, which was totally a fresh experience to him. “The high-speed camera looks like a normal camera, and when everything slows down in the lens,it can capture a lot of interesting moments.”

"MIT learning is mostly hands-on with more open classrooms. The professors are very knowledgeable. They can answer immediately every time I ask questions. I think they are awesome." Xiao He said.

 Parents found their child has changed.

三周时间很快过去，家长们接回孩子后发现，自家孩子或多或少有了些令人惊喜的变化。

“看了老师们写下的个人评价，我好像突然发现儿子身上的很多闪光点。”家长王女士告诉记者，“老师们称他是一个很有领导力的人，小朋友们会不自觉地以他为榜样，这方面连我都没注意到，看来这三周海外求学的经历的确让他展现出了更丰富的一面。”

俞先生说，女儿对科学课感兴趣，但有时会觉得公式、定理之类的比较沉闷，这次回来以后，却滔滔不绝聊了很多课堂上的小故事。“现在孩子对科学兴趣高涨，还主动要求报一个科学实践的课外班。”俞先生对女儿此行的收获非常满意，“而且后面两周时间还上了美国人文历史课程，在全英文环境里沉浸式学习，最近我留意到她的口语会话，流利度进步了。”

Shandy妈妈告诉记者：“以前感觉麻省理工遥不可及。但现在孩子接触到了MIT的大学生活，她会告诉我，MIT的建筑很有特色，走廊很酷，感觉就像是一个MIT学生，这对孩子来说，也是一次很独特的体验。”

Three weeks passed quickly. When the parents picked up their children, they found that their children had shown more or less amazing changes.

“Looking at the personal comments written by the teachers, I suddenly find a lot of shining points in my son.” Ms. Wang told the reporter, “The teachers said that he is a very talented person, and the children will unconsciously look to him as an example. I haven't even noticed that. It seems that the experience of studying abroad in the past three weeks has indeed made him something bigger than before."

Mr. Yu said that his daughter is interested in science, but sometimes she feels that formulas and theorems are rather dull. After coming back, she talked lot about the little stories in the classroom.“Now she is quite interested in science, and has also taken the initiative to enrollin extracurricular science classes.” Mr. Yu is very satisfied with the results of his daughter’s overseas experience. “In the next two weeks, she also studied the American culture and history course in the immersive English environment. I recently noticed her oral conversation has improved."

Shandy’s mother told reporters: “I used to feel that MIT was out of reach. But now that the child is exposed to MIT’s college life, she told me things about MIT’s distinctive architecture and cool corridoretc, just like being an MIT student. It is also a very unique experience for her."

MIT教授对学生们也给出了很高的评价，“这是第一次面向非英语母语国家的学生设计课程，我们也不确定会碰撞出什么样的火花，但学生们理解能力很出色，能够充分适应这些动手操作的科学实验，并展示出浓厚兴趣。MIT寻找的最重要的品质就是对学习的热情和兴趣，相信这在他们之后的学业中也会有帮助。”

娃哈哈双语初中部校长董衍华是本次MIT项目的带队校长。他很感慨地表示：“我为我们的学生感到欣慰，他们在MIT科创项目的科学探究中表现出良好的英语表达和沟通能力，大胆质疑，积极动手。这次活动对于学生和学校既是一次考验，也是一次检验。孩子们出色的表现和平时的课堂学习密切相关。我们的教师重在激发孩子们的科学创造力和思考力，并且在每一个年级鼓励学生大胆表达，培养他们英文表达的流畅性和逻辑性!”

记者还从董校长这里了解到，学校正在为MIT之行筹备一次特别的分享会，让孩子们展示自己的独特体验和动手成果，把学习经历分享给更多的家长和学生。

据悉，未来几年娃哈哈学校的学生仍有机会分赴MIT课堂学习。杜建英女士已和波士顿本地的一家教育机构签署收购协议，准备改建成一所开设IB国际文凭课程的K-12双语学校，该学校毕业的高中生，将获得本地两所著名大学的预录取通知，国内学生也将拥有更多和当地学生交互学习的机会。杜总表示：学校将搭建更广阔的平台，创造更多元的机会，力求为学生营造促进个性化潜能发展的国际化教育环境。

Professor from MIT also spoke highly of the students. "This is the first time that we designed courses for non-native English speakers. We were not sure what kind of sparks would fly between the teachers and students, but the students understood them very well. They were able to fully adapt to these hands-on scientific experiments and show strong interests. The most important quality that MIT is looking for is the enthusiasmand interest in learning. I believe the experience will also be helpful in their future studies."

Jack Dong, principal of Wahaha Bilingual Middle School, is the lead principal of the MIT program. "I am very pleased with our students who have shown good English expression and communication skills in scientific inquiry at the MIT program.” he said with great emotion.”They are bold to ask questions and engage in the hands-on classes. The programis a test for both our students and our school. The excellent performance of the children is closely related to their usual classroom learning. Our teachers focus on stimulating the children's scientific creativity and thinking, and encourage students to express boldly in each grade, so as to cultivate thefluency and logic of their English expression. "

The reporter also learned from Mr. Dong that the school is preparing a special sharing session for the MIT trip, allowing the children to show their unique experiences and hands-on results, and share the learning experience with more parents and students.

It is reported that students from Wahaha Schools will have more opportunities to experience MIT programs in the next few years. Ms. Jane Du has signed an acquisition agreement with a local educational institution in Boston to prepare for the completion of a K-12 bilingual school offering an IB program. The high school students who graduate from the school will receive pre-admission notices from two famous local universities. Domestic students will also have more opportunities to interact with American students. Ms.Du said that the school will build a broader platform and create more diverse opportunities, and strive to create an international educational environment which helps the students to develop individualized potential.