打開電腦郵件，看到UIUC錄取信息的當下， Diana除了尖叫，沒有其他方式可以表達心中的興奮與喜悅。
When Diana opened her email and saw the acceptance information for UIUC, she had no other way to express her excitement and joy than to scream.
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En
在這個畢業季，我們收獲了諸多好消息。完成一個階段的學習之旅，拿到自己理想的offer，學者們的喜悅之情也令我們備受鼓舞。
今天分享的學者故事來自于剛剛被UIUC（伊利諾伊大學厄巴納-香檳分校）錄取的Diana。
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In this graduation season, we have received a lot of good news. We are encouraged by the joy of scholars who have completed a stage of their study journey and received their desired offers.
Today"s scholar story is from Diana, who has just been accepted to UIUC (University of Illinois at Urbana-Champaign).
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姓名：Diana
性別：女
愛好：深深熱愛用鏡頭觀察世界
夢校：伊利諾伊大學厄巴納-香檳分校 新聞學專業
學者信息
Name：Diana
Gender：Female
Hobby: Deeply love to observe the world through the lens
Dream school: UIUC , majoring in journalism
Scholar
轉學？課程的自由選擇解除學習的束縛
Transferring to another school?
Freedom to choose course
Unbundle her studies
Diana從小學開始就愛上了攝影，初中時為了能將美好收至于鏡頭之下，甚至會放棄課業上的精進跑去街拍。直到升上高中，她依然以純藝術方向的攝影為目標。
但升入高中后，Diana面臨著想當之大的學業壓力，在學業和愛好兩者間，因時間與精力上的傾斜，難以避免導致成績上的不理想，相機后的她在那個時刻找不到未來方向，深感受挫。
現在回想當初：一方面，學校較多的理科類必修課，與對人文藝術感興趣的自己并不匹配。選課自由度不高，學習成了被動的吸收，也讓父母時常為她的成績緊張。
另一方面，在高一還未開設AP課程的情況下，已經有不少同學考出了三四門成績，其中不乏滿分。對于需要時間與空間去探索方向的Diana看來，這種“內卷”的氛圍加劇影響了自己的心態。
在即將升上高二之際，Diana感到非常迷茫。盡管還是下定決心要將攝影作為專業方向，但在直面與大學申請直接相關的問題上，例如是選擇文科、理科還是純藝，內心搖擺不定。
Diana也曾嘗試求助于老師，可是班級學生數量較多，老師沒辦法深入地了解每個人，關注他們的真實想法和需求。在當下環境中無法自洽的Diana，最終決定通過轉學來尋找出路。
來到狄邦華曜學校之后，Diana與豐富多彩的課程相遇，自由的選課過程，仿佛向她打開了新世界的大門，被學術束縛的感覺漸漸消失。她終于發現了自己的志趣所在，穿過迷茫之霧，走向更大的舞臺。
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Diana has been in love with photography since elementary school. In secondary school, she would even give up her schoolwork to go to street photography to capture the beauty in the camera. Until she entered high school, she still aimed for purely artistic photography.
However, after she entered high school, Diana was under considerable academic pressure, and the inclination of time and energy between her studies and her hobby inevitably led to unsatisfactory results.
Looking back at the time: on the one hand, there were more compulsory science classes in school, which did not match her interest in humanities and arts. There was not much freedom in choosing courses, and learning became a passive absorption, making her parents nervous about her grades from time to time.
On the other hand, before AP courses were offered in the first year of high school, many students were already getting three or four grades, many of which were perfect scores. For Diana, who needed time and space to explore her direction, this " involution" atmosphere exacerbated her mindset.
As she approached her grade 10, Diana felt very confused. Although she was still determined to pursue photography as her major, she needed clarification regarding questions related to college applications, such as whether to choose arts, science, or pure art.
Diana also sought help from her teachers, but the number of students in her class was so large that the teacher could not get to know everyone in-depth and pay attention to their honest thoughts and needs. Unable to find her way in the current environment, Diana finally decided to find a way out by transferring to another school.
After coming to HC, Diana met with the rich and colourful curriculum and the free course selection process, which opened the door to a new world. The feeling of being bound by academics gradually disappeared. She finally discovered her interests and walked through the fog of confusion to a bigger stage.
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“到了這里之后，課程資源的提供，讓我可以選擇適合自己個性的、并且自己想學的課程。像是世界歷史、藝術史等文科類的課，都是我比較感興趣的內容，學習起來也特別投入，不會再覺得很艱難。
與此同時，老師的授課方式也有很大不同，課堂氛圍十分自由，拿世界歷史舉例，因為班級人數少，我們可以跟老師有很多平等對話、探討問題的機會。我們第一次上課就是室外教學，走到圖書館還有操場上，和老師一起討論各自對歷史的見解，通過分享故事和經歷，一下子就調動起對于學習的積極性。”
"When I arrived here, it was free to choose courses that fit my personality and that I wanted to study. Liberal arts classes, such as world history and art history, are of great interest to me, and I"m mainly engaged in them, so I don"t find them difficult anymore.
At the same time, the teacher"s teaching style was also very different, and the classroom atmosphere was very accessible. Take world history as an example, our first class was taught outdoors, in the library and on the playground, discussing our own opinions about history with the teacher, and by sharing stories and experiences, we were immediately motivated to learn."
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除了文科類，原本對理科不感冒的Diana，在狄邦華曜充滿新意的課程內容之中，也找回了學習的樂趣。
“學校有很多除基礎理科之外的全新課程，比如今年上的海洋科學課。我對這個領域非常有興趣，很愿意花精力用心去學這些以前沒辦法接觸到的東西。”
比起以往被“逼”著學習的狀態，Diana體驗到了學習的“松弛感”，變得更加主動地想要學習，并且會思考學什么、怎么學。有了自主性，取得良好的成績也就成了自然而然的事情。
以學生為中心，提供個性化的教育體系，是狄邦華曜學校的重要理念。每個學者的興趣愛好、擅長領域都有所不同，多樣的課程就是希望能給學者們創造一些機會，帶來一些傳統教育中遺憾缺失的東西。
學校在開設眾多豐富課程的基礎上，也配套有相應高質量的師資，并且給予學者們充分的自由度去選擇與自己適配的課程，引導他們自我探索，找到自信和發展的目標。
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In addition to liberal arts, Diana, who was not interested in science, also enjoyed learning HC" s new and innovative course content.
"The school has a lot of creative classes beyond basic science, like the marine science class I took this year. I am very interested in this field and am very willing to put in the effort and dedication to learn these things that I have not been able to access before."
Diana has experienced a sense of "relaxation" in her learning than in the past when she was "forced" to learn, and she has become more active in wanting to learn and thinking about what to learn and how to learn. With autonomy, it is only natural to achieve good results.
It is a basic philosophy of HC to provide a student-centred and personalized education system. Each scholar has different interests and areas of expertise. The diverse curriculum is intended to create opportunities for scholars to bring something that needs to be added to traditional Chinese exam-based education.
The school offers a wide variety of courses supported by high-quality teachers. It allows scholars to choose suitable lessons, guiding them to explore themselves and find their self-confidence and developmental goals.
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升學指導“撥開迷霧”
College counselor "clears the confusion"
Diana在申請的過程中，除了尋求校內升學指導的協助，完全沒有借助校外機構的力量。
在她看來，主要有三方面的考慮：一是身邊有些同學和朋友，找了花費不菲的校外機構，卻沒能獲得實質的幫助和進步；而是選擇轉校來這里學習，校內既然有足夠的資源，就值得物盡其用。
最重要的一點，當自己處于焦慮期時，與升學指導的交流讓她發自內心地體會到了關懷，并且因為對方的指點發現了自己的不足和提升空間。
此前Diana遭遇成績與專業選擇的瓶頸，收到的建議更多集中于對標化的提升，申請方向該如何規劃，職業前景該如何看待，這些問題并沒有得到解答。在看重學術和升學率的評價體系中，個體的多樣性和身心發展的平衡性被忽略了。
來到狄邦華曜之后，Diana找到了在校升學指導的老師，發現升學指導不只看到她的成績，而是在各個方面都有所關注。
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Diana did not resort to agencies in the application process, except for seeking assistance from college counselor.
In her opinion, there are three primary considerations: First, there are some students and friends around her who have sought out costly agencies but failed to get substantial help and progress; instead, she chose to transfer to study here, and since there are enough resources on school, it is worthwhile to make the best use of them.
The most crucial point is that when she was anxious, communication with the counselor made her feel cared for from the bottom of her heart. She discovered her shortcomings and improvement because of the suggestions.
Previously, Diana had encountered bottlenecks in her grades and choice of major, and the advice she received was more focused on improving standardization, planning the direction of her application and looking at career prospects. These questions still needed to be answered. In an evaluation system that values academics and promotion rates, the diversity of individuals and the balance of physical and mental development are overlooked.
After coming to HC, Diana found the counselor of the school did not only see her grades but also paid attention to all aspects.
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“當時我跟升學指導聊了很多，聊到我為什么要攝影，為什么堅持這么久，以及我是怎么規劃未來的，也咨詢了我到底要不要選攝影去當我未來的專業。
指導老師聽下來就感覺我對攝影、對世界的了解太過樂觀，比較浮于表面，基于此她會很真誠地跟我討論未來可能發生的事，有陽光的一面，也會有消極的結果。聊完之后，我意識到自己確實對很多事情都沒有考慮周全。”
"At that time, I talked with the counsellor about why I wanted photography, why I persisted for so long, and how I planned my future. I also consulted about whether I should choose photography as my future profession.
The counsellor listened to me and felt that I was too optimistic about photography and the world and somewhat superficial, based on which she would discuss with me sincerely what might happen in the future, with sunny sides and negative results. After the chat, I realized I hadn"t thought through many things."
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升學指導看出了她的迷茫，看到了正值青春敏感時期的孩子，被眼前的困難給影響。如果不能撥開這層夢想與現實之間的迷霧，未來還可能遭遇更大的挑戰。
Diana在攝影上擁有足夠的熱情，也有毅力去堅守自己的愛好。但年齡與閱歷在客觀上限制了她的眼界。
升學指導并沒有否定她的攝影之路，而是給出了更多的選項：何不試試傳媒或者新聞這類與攝影密切結合的專業方向呢？
Diana此前的攝影目的單純，就是喜歡記錄生活，想把所見的美好事物記錄下來分享給更多人，所以大多拍攝的是風景類作品。在某次無意中刷社交軟件時，她看到別人發布的人文照片，感受到了極大的震撼。
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The counselor saw her confusion and that a child in the sensitive period of her youth was easily affected by the difficulties in front of her. If Diana cannot see the fog between dreams and reality, there may be even more challenges to face in the future.
Diana has enough passion for photography and the perseverance to stick to her hobby. However, her age and experience have objectively limited her vision.
Instead of dismissing her photography path, counselor gave her more options: why not try media or journalism, closely related to photography?
Diana"s previous photography was purely to document life and share the beautiful things she saw with more people, so she mostly took pictures of landscapes. One time when she unintentionally swiped social media, she saw the humanities photos posted by others and felt a great shock.
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* Diana攝影作品
“那些照片和文字點醒了我，也改變了我。之后我也更多地嘗試用照相機去觀察身邊的人和生活，慢慢地改變拍攝的方向。照片是有力量的，我覺得如果別人的作品可以感染我，那么我的照片和文字也有可能感染別人。能做出這一步，能改變一個人，對社會做出一點點貢獻，對我來說就足夠了。”
"Those photos and words woke me up and changed me. After that, I also tried to use the camera more to observe people and life around me, and slowly changed the direction of my photography. Photos are powerful, and I feel that if other people"s works can infect me, then my photos and words have the potential to infect others as well. To be able to make this step, to be able to change one person, to make a little contribution to society, is enough for me."
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Diana轉學來的兩年，從充滿糾結到自信追夢，也并非一朝之功，而是循序漸進的過程。在不同的階段，升學指導從未缺位。
例如申請期間，主文書的寫作讓Diana屢屢受挫。每當覺得話題不合適，或者無法繼續寫下去的時候，她就會尋求指導老師的建議，一起討論解決方案和改動的內容。盡管反復的修改耗時耗力，但這個過程有苦也有樂，Diana在不斷的反思中越發深入地了解自我，看問題的角度變得更加全面。
每個人的發展路徑都不同，每個人在成長過程中延展出的特性和可能性也不同。升學指導傾聽和吸收了Diana內心的想法，注重她的真正興趣所在，在意她作為一個個體所適合的未來發展方向。這種“被看到”，不僅助力了她學術的進階，幫助拓展了她發揮所長的可能性，也引導她獲得了作為“人”的成長。
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In the two years since Diana"s transfer, she has gone from being uncertain to pursuing her dreams confidently. At different stages, counselor was always present.
For example, during the application period, Diana was repeatedly frustrated with the writing of application articles. Whenever she felt that the topic was inappropriate or she could not continue writing, she would seek advice from counselor and discuss solutions and changes together. Although the repeated revisions were time-consuming and labour-intensive, the process was painful and enjoyable. Diana learned more and more about herself through constant reflection and became more comprehensive in her perspective.
Each person"s path is different, with other characteristics and possibilities that extend throughout their growth. The school’s counsellor listened to and absorbed Diana"s innermost thoughts, focusing on her true interests and the future direction she was suited to. "Being seen" not only helped her to advance academically, helping to expand her possibilities to excel, but also led her to grow as a "person”.
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當問及Diana拿到offer之后的計劃時，她笑著告訴我們還沒有完全想好，作為新聞學的新生，她希望能在接下來比較寬裕的時間里，參與到學校的傳播工作中去，去學習內容制作、視頻剪輯等和專業相關的技能。與此同時，也會把自己久未經營的社交賬號重新運作起來，把自己想通過鏡頭傳達的故事讓更多人看到。
Diana的故事讓我們感受到，好的教育，并不是單向的給予，而是良性互動形成的共生共長。每個人、每個學者，都擁有夢想的種子，我們希望這些夢想的種子都能因地制宜，生根發芽，終開出璀璨之花。
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When asked about Diana"s plans after she got the offer, she smiled and told us that she hadn"t thoroughly thought about it yet. As a first-year journalism student, she hopes to get involved in the school"s communication work in the next relatively generous time to learn content production, video editing and other skills related to her major. At the same time, she will also put her social accounts back into operation to bring the stories she wants to convey through the camera to more people.
Diana"s story makes us feel that a good education is not a one-way giving but a symbiotic co-growth formed by benign interaction. Every person and every scholar has the seeds of dreams, and we hope these seeds of plans can take root and sprout according to the local conditions and eventually blossom into a bright flower.
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彩蛋1
當筆者穿行在狄邦華曜學校的首屆畢業生中，發現Diana不是個別現象，不少學生都沒有選擇校外機構來幫助做一些海外升學背景提升，他們都選擇了跟隨學校升學指導的節奏，相信升學指導老師，相信自己，把塑造未來的過程安放于狄邦華曜的校園中。
彩蛋2
差不多這次采訪的同時，Diana還收到了另一所美國大學的錄取通知，那所學校還為她提供了3萬美金的獎學金。
彩蛋3
狄邦華曜學校首屆畢業生的升學指導老師，是狄邦教育集團升學項目總監，業內頂尖升學指導顧問Karen。Diana和她的同學，作為狄邦華曜首屆畢業生，既努力又幸運。
我們祝愿親愛的Diana在經歷大學深造和人生歷練后，最終綻放稱為一朵鏗鏘玫瑰！
昆山狄邦華曜學校
原(昆山市上海華二學校)
2023-2024學年 招生計劃
幼兒園至高一 (10年級)
5年級開始提供住宿
2-16歲中外籍學生
由狄邦教育集團與華東師范大學第二附屬中學共同創辦
以”勇于探索、追求卓越”為使命
融匯中西、著眼未來的創新型、雙語學校
關鍵詞： offer
營業執照公示信息