Preface

01 写在前面

01 使命与培养目标

探月学院致力于构建综合的学习及生活社区,以培养「内心丰盈的个体,积极行动的公民」,并支持其为生命的下一个阶段做好充分准备。

02 内心丰盈的个体

  • 对自我的行为、认知、态度等具有清晰的觉察,并能够坦诚面对,且不带评判;
  • 能够将所有的挫折及其他经历都当作是成长的养料,拥有面对一切未知的自我效能;
  • 既可以持续且深入地建构稳定的自我意义,也能够开放地待在每一个当下。

03 积极行动的公民

  • 具备万物一体的系统观,拥有对其他个体及生命的强大同理能力;
  • 深刻理解人类文明的演变过程及当下面临的挑战,能够找到参与面对挑战的有效切入点;
  • 能够基于强大的协作与组织能力,推动不同背景的集体共同解决问。

04 院长信


Hi 伙伴们,

来到探月学院之前,相信你们已经在很多不同的地方学习过了——有的经历或许让你感到兴致勃勃,有的或许让你感到乏味无趣。然而不知道你是否会时而反问自己“为什么要学习和接受教育”呢?这是一个十分关键却常常被刻意忽略的问题。

我相信,我们学习,是为了发现自己生命的意义,以此获得灵魂的自由;我们学习,是为了找到与宇宙和众生的关系,并有能力去承担属于自己的那一份责任与使命。这也是对“内心丰盈的个体,积极行动的公民”的另一种诠释。

“Civilization is a race between education and catastrophe. 人类文明的延续是一场教育与灾难的竞赛。” 在探月的很多介绍材料中,你应该都看到过这句话。

在看似高度发达的文明背后,人类正在面临着整个历史发展中最不确定和最艰巨的挑战。人口爆炸以及人类对于物质没有节制地追求,导致自然资源被迅速消耗着,环境也被极难挽回地破坏着——我们在地球上近乎已经找不到没有塑料污染的地方,即使是在北极......技术的高速发展一方面促进着生产力飞速发展,另一方面也在进一步扩大贫富差距、激化多重矛盾......

类似以上的问题还有很多,然而我们所面对的现实是,没有任何一个人、组织或国家现在拥有全面且有效的解决方案。但是有一点我们是知道的:人类共同的命运是由我们每一个个体在每一个时刻的每一份思考与行动决定的,我们有义务也没有任何选择余地地需要去面对和解决这些挑战。这也是在探月学院进行学习、工作和生活的每一个人都需要清晰认知并践行的。

修身、齐家、治国、平天下。有多么丰满的理想,就需要有多么务实的行动;希望拥有多么不凡的成就,就需要有一颗多么平凡的心。你们或许进入了一所与众不同的学校,但这终归并不是那么的重要。只要你们自身能拥有谦逊、好奇的视角,无论在哪里,痛苦或欢乐,有趣或无趣,都能不受影响地成长。在探月学院的3-4年里,希望你们能踏实而专注地面对每一天,习得能够去往理想大学的必要知识,获得终生学习的能力与意识,最重要的是,找到你们与自己、与世界独一无二的关系。


欢迎你们,我们一起前行。


王熙乔

05 探月学院文化

探月学院的每一位学习者、教师、家庭都生活在一个共同的社区之中,社区文化是所有社区成员的内心原则和行为方向,它渗透在我们的一言一行中,并通过点滴言行影响和塑造社区氛围与环境,成为“内心丰盈的个体,积极行动的公民”得以发芽、生长的土壤,给每一个社区成员带来切实的影响。

探月学院崇尚「关怀与格局」、「开放与探索」、「思考与本质」、「行动与坚毅」的社区文化。

「关怀与格局」
我们用系统的视角去认知和关爱个体、社会与自然。对于身边的现象不停留于表面,而是看到现象背后的根源并尝试从根源给予关怀与支持。

「开放与探索」
我们充满好奇,珍视不同,在探索世界的同时发现自我。用开放的心态接纳新事物、新思想,善于付诸于行动,不断探索和尝试。

「思考与本质」
我们勤于思考,从“为什么”出发寻求事物的本质。对自我的思考与行为具有清晰的觉知,知道自己想要什么并为之努力,内外如一。

「行动与坚毅」
我们坚定而高效地履行我们的承诺。敢于承担责任,克服困难和挑战,在遇到迷茫和挫折时也对未来保有积极的信念。

06 学院期待 - 学院对于学生的期待

  • 拥有自律之上的自由:

每一个探月学院的学习者,都是因为「选择」而来到探月、接受不同以往的教育体验。探月学院尊重每个人的自由,但这是一份建立在自律之上的自由

在探月我们希望每一位学习者都可以拥有「打磨一件作品」的心态对待自己的学业,认真完成每一门课程的学习,不断提升每一个项目的质量,严肃治学;

在学业外,我们希望每一位学习者能够时刻葆有一颗开放的心态,敢于不断深入各种挑战与未知,持续探索兴趣、发展志趣。

随着科技的发展,当我们能够在网络中轻松获取廉价的娱乐与满足感之时,我们更应该去寻找那些真的赋予我们人生意义的事情,不去浪费这三到四年的短暂时光。

 

  • 持续追寻独特的自我价值:

探月学院的所设立的一切机制、体验和导师都是「探月学习者」成长路上的引导与支持,在探月我们希望每一位学习者都敢于不断探索与直面自我,持续追寻独特的自我价值。知道自己是谁,想要什么,明白自己为什么而学习,能够为自己的成长做出内外一致的选择,真正成为自己生命的主人。

 

  • 践行「文化」维护「规则」:

每一位探月学院的学习者都应该铭记「关怀与格局」、「开放与探索」、「思考与本质」、「行动与坚毅」的探月文化,并在生活中的一言一行里不断践行与发扬探月文化。「规则」是维护「探月社区」运转的基本,是「探月人」共同制定与遵守的公约,每一位探月学院的学习者都有参与规则制定的权利,也有遵守规则并承担责任的义务。

 

  • 建立文化认同与自信:

每一位探月学院的学习者都应该以积极、探究、客观、建设性的视角去理解中国及其与世界关系的历史、当下与未来,并由此建立有深度、有高度、有温度的文化认同与自信。

 

  • 成为积极行动的公民:

我们在享有社区、国家、社会与自然为我们带来的便利与美好生活的同时,也应该承担探月学习者作为一个社区的成员、国家的公民所肩负的责任。我们希望每一位探月的学习者能够具备全球视野,深刻理解且积极面对人类文明所遭遇的大大小小的真实挑战,知晓自己的每一份思考与行为对世界都具有实实在在的影响;在实现自我发展的同时,用行动创造更美好的世界。

07 学院期待 - 学院对于家长的期待
  • 做好榜样:

家长在家庭、社区中的一言一行都会对学习者带来影响,当我们希望学习者能够成为「内心丰盈的个体与积极行动的公民」时,期待家长也同时在独立思考、持续学习、维护社会规则、关注社会问题等方面以身作则,为学习者树立榜样,与学习者共同成长。

  • 发展自我:

在时间与精力允许的情况下,学院欢迎并鼓励家长参与学院为家长开设的个人成长类课程《英雄之旅》,聚焦自我提升,不断发展自我。

  • 了解学院设置:

家长需要和学习者共同学习并理解《学生手册》中的内容,以了解学院的各项教学设置、规章制度,能够引导学习者主动遵守《学生手册》中的各项规范。

  • 以事实为依据:

在学习者的入学信息、申请材料方面能够以身作则、以事实为依据、保证诚信。

  • 信任学院:

家长能够信任学院老师将以学习者的成长为中心,配合学院老师进行各项教学体验的开展,有疑惑时能够按照《家校沟通指南》与学院相关工作人员及时沟通核实。

08 学院期待 - 学院对于教师的期待
  • 学术精神:

坚持高度专业的学术精神,认真设计、准备并带领每一门课程,不断提升自身专业能力,以辅助学生发展。

  • 尊重与公正:

尊重每一位学习者的背景、成长环境与个人理想的多元与不同,公正对待每一位学生。

  • 立德树人:

探月学院的教师必须以身作则,熟悉并遵守社区规则,守护社区的和平运转,及时制止并引导纠正破坏社区和平运转的行为,从生活中的一言一行做起,担当起学生健康成长的榜样。

  • 沟通与交流:

我们相信家长将高度重视探月学院的教学工作开展,探月教师将努力帮助家长了解探月教学过程、了解学生的发展状态,共同促成家校合力以支持学生发展。

Academy Structure

02 学院结构

01 三大体验部门

三大体验部门是学院内多元化「课程与体验」的设计与提供方和管理实体。学院下设:学术部、社区部、项目教练部。

02 学术部

学术部是探月学院内各类学术课程体验的管理实体,负责各类课程的设计与开展(备课、排课、选课、授课等),负责学习者学术评价的统一组织和管理工作(如考试、答辩、成绩单数据录入与发放等)。


学术部下设三大中心:课程中心,教务中心,升学中心

课程中心:

通过以“学科对象”为中心的系统化教学,协助学习者构建学科知识体系。学科课程把线上学习和线下学习场景相结合,以项目和研讨等多种形式开展教学。学科课程在满足《新课标高中课程标准》的基础上,汲取国外优秀课程标准的经验,在满足大学所诉求的学术能力之上,促进学习者思考学科知识和个人生活以及真实世界的链接,并不断培养学习者自主学习的能力。

 

教务中心:

教务中心主要负责日常教学的各项支持性工作,包括但不限于校历制定与发布,课程编排与教室分配,学籍与成绩单管理,组织统一考试与答辩。

 

升学中心:

升学中心为探月学习者及家庭提供生涯探索与升学规划方面的课程与咨询,帮助学习者对自己感兴趣领域、自身发展方向及职业选择有充分的了解和认知,以支持学习者进入适合自己的大学和专业,并进行合理的规划。

03 社区部

社区部是学习者志趣发展的体验提供方和负责方,支持学习者将个人兴趣纵深发展至专长,并聚焦于1-2个专业领域或社会发展议题,推动该领域或议题在社区乃至社会范围内的发展。

品质生活部也是全社区成员身心健康的体验提供方和负责方,支持探月的学习者、教师与家庭发展健康有活力的身体状态、积极自主的心理状态及有益一生的身心习惯。

志趣发展中心:
志趣发展中心为学习者提供多样的、以合作为前提的、素养本位的体验,具体包含但不限于志趣探索体验、社会服务体验、竞赛指导、兴趣社团体验、领导力课程、见三项目等,以促进学习者形成并逐渐完善一套属于自己的志趣探索心法,以应对未来人生和未来世界的无限可能。

身心发展中心:
身心发展中心为学习者提供身心表现与表达相关的发展体验与数据分析,并以心率变异率为核心指标来支持整体社区的身心健康发展,我们所提供的具体体验包含但不限于专项体育课程、基础与进阶的身心类课程、心理分析与支持、身心数据监测与分析等。

04 项目教练部

项目教练部是探月学院学生归属单位,在为学习者提供真实的项目平台的同时,指导和监督学习者的全面发展,支持学习者成为具备成长性思维的、内外如一的自我引导式学习者和行动者,激发学习者对「人类命运共同体」和「可持续发展」理念的深刻认同。


项目教练部下设两个中心和一个办公室:德育与共建中心,项目与孵化中心,「人类命运共同体与可持续发展论坛」组委会办公室(以下简称「可持续发展论坛」)。


德育与共建中心:
负责探月公约(学院内规则与办事流程)的制定、监督与执行工作,德育体验(如校会、公民课程)内容的设计与组织工作,开展并指导社区共建专项组等工作,负责监督并引导学习者的在校行为与状态,共建社区规则制度与文化,为学习者提供品德修养、公民意识、公民实践的学习体验,支持学习者成为积极行动的公民。

项目与孵化中心:
探月定义跨学科主题与项目为学生归属单位的基本结构,对学生全面发展负责。项目与孵化中心还负责跨学科项目的教学实施、学生个人项目的追踪和孵化工作,支持各类项目的长期、深度发展,并在项目过程中实现学习者素养发展和跨学科教学目标的达成。

可持续发展论坛:
基于人类命运共同体理念和联合国可持续发展目标,发起、组织和执行可持续发展论坛的各项活动,拉升跨学科项目教学的活力与质量,为增大学生项目与探月品牌的影响力提供场景和舞台。

05 两大职能部门

运营保障部和伙伴关系部是学院的两大职能部门,是学院正常运营的坚实保障组织,从基础设施、招生、家校关系、涉外关系等全方位视角,保障北京学院学习及生活社区的顺利构建和健康发展。分别下设有「运营中心」、「人力中心」、「财法中心」、「后勤中心」、「信息技术中心」,「招生办公室」、「对外合作与交流中心」、「家校中心」、「基金会办公室」。

Moonshot Convention

03 探月学院公约

01 探月学院公约

每一位加入探月的伙伴,都应当充分理解并认可探月的使命、培养目标及文化。为了保障并支持探月学院使命及培养目标的实现,维护探月学院的文化氛围,我们制定了《探月学院公约》(以下简称为《公约》)。


02 原则

1. 探月学院是我们生活与学习的社区,认同探月文化、维护探月秩序,给予彼此尊重与支持的伙伴,我们称之为「探月人」。「探月社区」是由探月人共同建造的,探月人充满了对社区的责任感,一起积极行动让学院改变与成长。「探月人」是一种资格,而非权利,任何不愿或者不能遵守《公约》者不适合成为我们的一员。


2. 《公约》的主要内容围绕“规则”展开,而“规则”是维护「探月社区」良好运转的基本,每个探月人都可以参与《公约》的制定,也有遵守《公约》并承担责任的义务。作为一名积极行动的公民,探月人有权用合理的方式让《公约》发生改变并不断完善。


3. 为了保障学习者能够接受完整的学校教育及在校人身安全,如有需要,学院对于涉及学院使命、培养目标、安全运营的基本规章制度,保留制定、修改、执行及最终解释权。


4. 在探月社区,任何的决策我们都秉承公正、透明的原则,任何组织和个人的维权与执法要有证据,不臆测。产生误解时我们不猜疑探月人的初心,探月人总是积极主动的解决问题与矛盾。


03 学习者行为规范 - 社区期待

通过明确我们的期望和规章制度,我们希望激励学习者做到自我约束、积极进取、乐于奉献,营造相互尊重、充满朝气的社区环境。

我们期待每一个探月人:

  • 热爱祖国与人民,维护国家与民族荣誉;
  • 热爱大自然,珍爱生命,尊重关心父母长辈;
  • 尊重学院的每一位老师、学习者、工作人员及访客,以真诚、热情的状态与他人相处;
  • 积极参与学院课程及活动,按要求完成作业或任务,主动精进学业,不断成长;
  • 爱护学院公共环境及物品,保持公共区域的干净整洁;
  • 文明守法,遵守社会公德,展现出良好的礼仪和修养,仪容仪表得体、大方,拒绝不文明用语和行为;
  • 成为同龄人及青少年中积极正向的榜样,欣赏同伴;
  • 将挑战视为成长的机会,面对困难时能够理智应对,做出负责任的选择;
  • 从自身和当下做起,关注可持续发展议题,主动做出行动推动社区发展。
04 学习者社区行为规范 - 红线
红线中规定的是学习者在探月社区中被禁止的行为,包括危害自身或者他人的健康、安全,破坏学院正常运行、损害学院声誉的行为。意味着学习者自身的学习、生活环境,及个人声誉、升学等事项因此而受到影响。 学习者一旦触碰红线,将会承担相应后果,学院会视其行为严重程度予以「警告」、「停课反思」、「留校察看」最高至「除名」的处理,并计入学习者「个人档案」。
           
      红线具体行为包括:
  • 危害公共安全的行为。如在校内未经许可使用蜡烛等明火、燃放烟花、拆改消防设施、私改电路、持有管制器具等。
  • 侵犯他人人身安全与自由的行为。如打架斗殴、语言攻击(辱骂)、性骚扰、暴力恐吓、恃强凌弱等不当行为。
  • 持有、分发或者使用香烟、酒、毒品,过量使用或滥用化学物品(包括处方药和非处方药)。
  • 学术不端、伪造、欺骗带来严重不良影响的行为。学术不端行为依据 5.8 学术诚信政策判定。
  • 故意损坏公共设施、浪费公共资源、侵害他人财产的行为。如盗窃、私拆公共物品等。
  • 在公共场合或网络上发表不当言论或做出不当行为,严重损害国家、学院及他人声誉,或带来不良社会影响的。
  • 学习者以任何形式严重影响学校正常运营的行为。
  • 其他不符合学院使命、文化,给他人或者学院造成严重危害或负面影响的行为。
05 学习者社区行为规范 - 警示线

警示线中规定的行为是指与探月学院使命、培养目标和文化不相符的行为,说明学习者在自我约束、规则意识、学业态度等方面需要更多的关注和支持。学习者触犯“警示线”,可以自行纠正、在他人的提醒下改正,或者在老师的提醒或指导下改正,若学习者不能立即改正、再次触犯,则会承担「静思」、「社区劳动」、「活动限制」的处罚。若学习者仍然无改正意愿,再三触碰,学院将给予「警告」、「停课反思」、「留校察看」的处分,并计入学习者「个人档案」。


警示线具体行为包括:

  • 不配合学院教学管理,屡次(3次及以上)违反考勤规范的行为。如迟到、旷课、缺勤等。
  • 学习者一学期内屡次出现违反学院内基本规章制度的行为。如在课堂未经老师允许使用手机、未按规定请假、违反校门出入制度等。
  • 学术态度持续不端。如不完成作业、在试卷上乱写乱画等。
  • 公共场合多次出现行为举止不当。如过分亲密的行为、大声喧哗影响他人、个人物品长期占用公共场所、在非指定区域内躺卧休息等。
  • 虽然未参与触犯基本线的行为,但在场并未制止,未向老师报告社区内发生的违规行为,造成严重后果的。
  • 其他与探月学院使命、培养目标和文化不相符的行为。
06 违规处罚与处分程序
探月学校的违规处罚与处分程序以学习者为中心,通过自我反思、对自己的行为负责、承担后果的过程,让学习者获得成长。在违规处分过程中,学院将力求以公平、公正的程序进行,收集事实证据时,尊重其他相关人员的权利,并注意保护其私密信息,根据违规的性质和情节严重程度,做出公平、公正的处理结果。
07 违规处罚与处分后果

违规的学习者将要承担与之行为相对应的后果,其目的并非惩罚或解决学习者每个细小的违规,而是指导学习者对自己的选择、特别是那些屡犯不改的问题负责。我们期望,学习者积极参与社区活动,努力取得成功并为社区其他成员做出贡献。

  • 【 静思处罚 】指的是在规定的时间,由主题长或德育与共建中心负责人督导下进行静思。静思主要以正念静心的方式,给予学习者充分的时间和空间,意识到自己所做的行为,及其带来的影响和后果,自发的做出改变。
  • 【 学院活动限制处罚 】 指的是学习者因违反一些规定而被认为暂时不适合参加学院内的活动,如社团活动等。学习者需要规定的时间和空间内,由主题长或德育与共建中心负责人督导下完成指定内容,如完成作业、自我反思等,或与【社区劳动】一同进行。
  • 【 社区劳动处罚 】指的是学习者会被要求参加服务社区的劳动项目。若学习者不愿参加,或不认真履行,将会承担更为严厉的后果。
  • 【 警告处分 】给予学习者严肃警告,通知学习者家长并公示,同时记入学习者【个人档案】。同时,学习者需要接受其他处分。
  • 【 停课处分 】停课是学习者需要承担的较为严重的违规处分,并会记入学习者【个人档案】。停课是指学习者将在一定的时间段内不能上课,也不能参加在学院内开展的任何活动及外出的任何活动。如果是住宿生,则由主题长、德育与共建中心负责人、学院院长共同决定,该学习者在停课期间是否能够继续住宿。该学习者仍须自行跟上学业进度,老师没有义务进行补课。同时,学习者将丧失目前在学院内担任的任何团队中的领导性角色。
  • 【 留校察看处分 】如果学习者一再违规,可能受到留校察看的处分,察看期通常为一个学期或者一个学年,期间若再次出现基本线中规定的行为,将有可能被【除名】。在这期间,学习者需要用端正的态度及实际行动证明,自己有资格成为一名探月人。留校察看将记入学习者【个人档案】。
  • 【 除名处分 】学习者的行为已经严重偏离了作为一名探月人的标准,因而必须离开探月学院。无院长批准,被除名学习者不得再重新申请入学,不得回学院访问交流。
08 触犯红线的处罚与处分程序

当学习者触犯红线时,知情的学习者有义务及时制止,并第一时间联系主题长及德育共建中心负责人。

  • 第一次触犯红线直接面临【警告】或【停课】的处分,同时可能面临【静思】、【学院活动限制】或【社区劳动】的处罚。
  • 若学习者在承担后果期间或者结束后,再次触犯红线,将会面临【停课】或【留校察看】的处分,更加严重者,甚至面临【除名】的处分。
  • 处分过程和结果均会如实与家长沟通,在学院公告并记入【个人档案】。

学术不端造成的后果依据5.8 学术诚信政策执行,如该行为学术诚信政策中未规定,则依据基本线处分规定。

09 触犯警示线的处分程序
当学习者触犯基本线时,知情的学习者有义务及时制止,若并第一时间联系主题长及德育与共建中心负责人。
  • 当学习者第一次或第二次出现警示线中规定的某类不当行为时,由主题长进行约谈。
  • 第三次出现该类不当行为,将面临【静思】、【学院活动限制】、【社区劳动】的处罚,甚至【警告】的处分,视情况通知家长、社区公告。
  • 若学习者第四次触犯警示线,将会面临【警告】或【停课】的处分,通知学习者家长并进行社区公告。
  • 多于四次触犯将面临【留校察看】的处分。 
10 处分的撤销程序

处分的撤销有两个条件:

  • 一是要在考察期间学生没有任何违纪行为,表现良好, “警告” 处分考察期为半个学期,“停课”、“留校察看”处分考察期一个学期(考察期开始指的发布书面处分通知起);
  • 二是学习者接受了相应的处罚,认真履行了社区劳动处罚内容。

两项条件都满足的情况下,经个人申请,学习者主题长签署意见,经德育与共建中心批准(“留校察看”处分需经院长批准),可以撤销处分并从【个人档案】中移除。

11 探月学院有义务向高等院校报告学生重大违规的行为
探月在录取学习者的过程中,会要求候选学生披露其是否在当前就读的学校里受过任何纪律处分。多数英语国家的高等院校也设有类似流程。如果学生曾经违反重大校规,得到学校处分且未被撤销,探月学院有义务向高等院校报告学生的处分情况。
  • 高等院校通常会询问学校职员:申请人是否曾因违反重大校规而受到过纪律处分。如果被问及这一问题,学院将秉承探月的社区价值观,做到言行一致,有义务向这些高等院校报告事实真相,会将记录在学习者【个人档案】中的未被撤销的处分告知高等院校。
  • 正如探月在与其他机构交往中一向秉承正直坦诚,探月也期望我们的学生和家长能向大学保持坦诚、直率的沟通。
12 学院基本规范 - 考勤与请假规范
在校时间及空间范围明确
  • 走读生教学日早上8:00至下午18:30为在校时间;
  • 宿生教学日早上8:00至晚上21:10为在校时间;
  • 除用餐时间外,均应按照当日课程及活动安排,在探月学院的指定区域活动。
  • 住宿生每天晚上9:00至第二日早晨8:00为住宿时间(包含校车时间),需按规定乘坐校车或在学院内活动。

考勤与请假
      1、学习者的出勤及请假义务

  • 确保学习者的安全是探月学院最重要的职责之一,学习者最重要的责任之一就是按学院规定出勤,如不能按时出勤,或因故需要离开校园时,都需要及时请假,让学院知悉自己的动态。不能按时出勤和请假都将计入学习者个人考勤中,多次违反考勤规定,将触犯警示线,承担相应处分。
  • 学习者的出勤将影响学习者的学业、活动参与等情况,若学习者因事假长期缺勤,将不能参加学院活动,或影响升级。

      2、考勤类型
      为保障学习者在校学习、生活的安全及良好体验,需要完成以下考勤:

  • 到校及离校考勤:所有探月学院学习者需要在早上 8:00 到校签到,走读生根据课程安排在下午6:30~20:50 之间完成离校签到,住宿生在晚上20:50~20:55完成离校签到。探月学院将使用 Wi-Fi 登陆签到的方式进行到校及离校考勤记录。 
  • 课堂或活动考勤:学习者需按时参加课程及活动,按照课堂要求签到。课堂或活动开始,未按规定时间出勤,且无正当理由的情况,视为迟到,由任课教师进行考勤记录;课堂或活动开始超过二分之一后出勤,且未请假,视为旷课。课堂或活动考勤不接受事后补假,未准时参加课程的学习者一律视为迟到或旷课。如有极特殊情况,需要在事后联系主题长进行沟通处理。
  • 校车及住宿考勤:住宿生需按时乘坐校车,并在晚上10点-10点30分在宿舍内与宿管老师当面归宿就寝。周日需在晚上7点前到达宿舍,晚上7点-7点30分完成当面归宿,并参加晚上7点30分至8点30分每周宿舍例会。住宿生未按规定当面归寝,且未请假,则需按照住宿规定承担相应处分。

      3、在校请假事由及要求

  • 在校课堂或活动请假:
    • 在校时间因故可能迟到或者不能参加课程或活动的学习者,需提前向课程或活动老师请假,由课程或活动任课教师批准,得到课程或活动任课老师批准后可迟到或不参与课程。
    • 课堂或活动考勤不接受事后补假,未准时参加课程的学习者一律视为迟到或旷课。如有极特殊情况,需要在事后联系主题长进行沟通处理。
  • 病假与事假:
    • 若请假时间少于3天,则需提前1天向主题长按照要求提交申请,申请中需说明请假事由,并由家长确认。同时,需向所在课程老师说明情况,制定相应学习计划,住宿生还需要宿管老师提前说明情况。少于三天的病假或事假由主题长直接审批,审批通过后学习者方可休假,并在归校时联系主题长进行销假。
    • 若请假时间大于3天(含3天),主题长在批准假期的同时还需向德育中心报备。
  • 紧急事项请假:
    • 对于突发原因导致的缺勤(如疾病或受伤)学习者家长必须在缺勤的当日上午致电学习者的主题长。
    • 紧急情况解除后,学习者归校应到主题长处签到,并提交相应的请假申请,完成补假,否则将视为缺勤、旷课。
  • 课堂所需公假:
    • 在校时间如因课堂或项目需要的外出与请假,需要课程或项目任课教师向学习者所在的主题组提交书面公假申请,学习者无权申请公假。

     
住宿生离宿请销假详见3.4.4 住宿生规范

13 电子设备使用规范
我们希望学生能“活在当下”。随时投入深刻的思考、面对面的交谈、辩论和互动。对手机、电脑等电子设备的持续依赖,将阻碍学习者对这些社区活动的投入和参与。 
  • 在校内行走时,与他人交谈时,请注意手机及电子设备的使用,保证自身安全并尊重他人。
  • 在课堂及活动中,请尊重老师,并考虑对其他学习者的影响,根据老师的指引使用手机及其他电子设备,不同课堂由教师制定手机及其他电子设备的使用规范,学习者应当遵守。
  • 手机及其他电子设备应作为高效学习设备,除午间及晚间休息时间外,其他时间严禁在校内使用手机及其他电子设备进行游戏、娱乐视频等活动。
  • 住宿舍晚间熄灯及静语时间内,禁止使用手机及其他电子设备。
14 公共空间使用规范
探月学院属于公共空间,在公共空间的行为举止需要考虑到自身及学院的形象,以及是否能为他人带来好的体验及感受。     
  • 整体仪容仪表需体现对他人感受的尊重,整洁、干净、大方、得体是探月学院每个人最基本的着装发型要求。
  • 在学院内的任何区域都不得躺卧休息;
  • 需要在指定餐饮区域就餐(允许就餐的区域有探月茶馆、公共阶梯处、茶水间),不得在教室、自习室等空间吃饭或喝有色饮料;
  • 需要注意轻声交谈,尽量不影响他人;
  • 请爱惜公共物品,使用公共物品后请放回原处,离开使用的公共区域时请清理垃圾、将设施恢复原状,并带走个人物品;
  • 各空间具体规范参见学院地图。
16 学习者与学校交互通道
探月学院的「社区行为指引」 是Guardians 与 学习者共同制定与遵守的公约。目前版本由「探月学院」制定并颁布,因此本版本社区行为指引命名为 「1.5 试行版」,探月学院的社区成员保有对该「行为指引」进行讨论、迭代与修订的权利。(在新版社区行为指引出产并得到公投认可前,在探月学院内发生的行为都将按照 1.5 试行版中的规定进行处理)
17 公约的修改

每个探月人都有遵守规则并承担责任的义务。也有参与规则制定的权利,探月人有权用合理的方式积极推动规则改变的发生。 随着探月社区的发展,当社区成员对探月公约中的规定存在不满希望推动规则改变时应当遵守以下流程:

  • 成立专项组:社区成员对探月公约的规定存在不满希望推动规则改变时,应当主动联系 [社区发展与德育] 中心负责老师,并在 [社区发展与德育] 中心的支持下成立公约修改提案专项组。以专项组为单位开展公约修改行动。

  • 早期调研:专项组需要根据希望修改的提案进行早期调研,熟悉公约的制定逻辑,运行情况,收集社区成员关于公约规定中不合理的地方以及出现的问题的意见及建议。

  • 起草提案:专项组根据调研结果起草针对公约内容的修改提案,给出合理建议和试行办法。

  • 意见收集:完成修改提案后,专项组需要在探月社区内收集社区成员的相关意见(得到更多社区成员的认可与支持将会更有利于提案的通过)。

  • 审议:由学院院长、 德育与共建中心负责人对专项组的修改提案进行讨论与审议,组织开展公开的审议会议(社区成员可参与旁听)。由学院院长对提案做出审批通过、或暂时驳回的审批意见。

  • 公示结果:提案的审批结果将会通过邮件的方式向社区公布,并在校会上进行通报。如审批通过,修改后的探月公约也将会通过邮件向社区公示一周,并在当周的校会上安排公示。

  • 试行:按照公示的公约内容,进行为期一个月的公约试行,在一个月内社区内的任何违纪行为都将得到相应处罚并由 [社区发展与德育] 对违纪者进行约谈,处于试行期内的相关违纪行为不计入档案。

  • 实行:为期一个月的公约试行期结束后,正式实行探月公约,社区内的任何违纪行为都将得到相应处罚并计入档案。

18 学年组会
学年组会是由「学年组」组织举办的全年级性质的集会,用于讨论并解决学年组内的公共议题与学习者面临的共性问题,通知并推进年级组重点事项的关键场景。学年组会每周固定在周一中午举办,学年组学习者需全员参与。
19 校会

校会是由 [德育与共建中心] 组织举办的全校性集会,也是学习者德育培养的必修体验之一,通过校会创造学习者、教师参与社区公共议题讨论与共建的场景,发布学院的重要通知,强调探月社区鼓励的文化与行为。校会每周固定在周五中午举办,需探月学院全员参与。


Moonshot Academy Graduation Requirements and Required Experiences

04 探月学院毕业要求

01 毕业标准与必选体验

基于大学的基础入学需求以及探月学院的培养目标,[课程中心]与[社区生活中心]都分别设立了自身的毕业标准与必选体验。以上三个模块的毕业标准与必选体验都是为了学习者身体、心理、知识、技能、态度等全方面的发展,因此探月学院的学习者需要达成以下三条标准即可获得探月学院颁布的毕业证书:

1.满足「课程中心」与「社区生活中心」的毕业标准与必须体验;
2.满足「通用素养模型」所规定的毕业生最低掌握要求。
3.学习者在学院内无「留校查看」及以上的还未被撤销的重大处分。

02 毕业标准与必须体验
课程/活动/成长等中心的最低参与要求设置是为了保证学习者在学术水平上、社会参与和兴趣发展以及对于自我的认识与规划达到探月毕业生的标准。
03 课程中心毕业标准与必选体验

探月学院大学路径的毕业生将主要前往以英语为主要学习语言的海外大学,因此课程中心的毕业标准与必选体验需要满足大学的基础入学标准。按照学习者的不同发展方向,可分为:[STEM]、[人文社科]、[艺术]。课程中心采用学分制度对学习者毕业标准与必选体验进行要求。

探月学院所有毕业生需要完成208个学分的学习方可获得探月学院毕业证书。208个学分由108个必修学分和28个选修学分加和而成。

学分以学期课程时长为计量,适用于普通学期或暑期课程。 1学分约等于每周2小时的课程时间及课后辅导和阅读学习的时间。

学分获取办法
探月学院课程获取学分的方式分为「参与并完成课程」、「自修」与「免修」三类。具体的课程参与政策、自修与免修政策见学术手册的免修与自修政策。

课程选择建议
详见北京学院「学术手册」


04 品质生活部毕业标准与必选体验

毕业标准

  • 300小时的「有效」社会服务活动和项目,
  • 学生每学期平均应完成48小时的体育活动。
  • 在毕业前两年完成累积16小时的社会情绪发展课程即可。
  • 身体素养达到[合格]阶段。它包括:
    • 学习者每学期50%的时间有效记录了自身的的心率变异性
    • 学习者至少落实了三项营养推荐和一项运动训练推荐,并可以提供其日常表现的具体变化的证据。

必选体验:
健康体验:

  • 每周至少三次体育活动,含两天的特定体育运动和1天的体能发展运动
  • 每月1次的社会情绪发展课程
  • 持续记录心率变异率数据,并落实营养及运动训练推荐

社会服务:为保证学习者世界公民意识与行动能力的发展,每个学习者须于毕业前(3/4年时间)完成至少300个小时时长的「有效」社会服务活动和项目。*有效的社会服务活动或项目是指由学院组织或学院认证的活动及项目。(具体社会服务认证与管理制度请见学生手册中社会服务部分)

05 通用素养模型毕业生最低掌握要求

通用素养:
在通用素养领域的以下素养内容达到“精通”

  • 素养学分领域:系统观与合作问题解决                    
  • 基础素养学分:社交关系技巧、社会认知、负责任的决策、公民意识、系统思维、创意思维
  • 素养学分领域:自我认同与自我引导式学习                    
  • 基础素养学分:自我约束、自我认知        

Academy Handbook

05 学术手册

01 General Introduction

Moonshot Academy (MSA) was officially launched in Beijing in 2018 with the full support of PKU Affiliated High School, Beijing Normal University, and Stanford Center of Assessment, Learning & Equity. MSA is a private boarding school offering International Bilingual Curriculum. As one of the most innovative high school in China, MSA are committed to revolutionizing the traditional education ecosystem in China to one that is less test-centered and more humanistic and student-centered. 


The standard learning period at MSA is 4 years: grade 9 through 12. However, if students want to get Chinese Middle School diploma before joing MSA, they need to finish grade 7 to grade 9 in a public Chinese middle school. Therefore, MSA also admits around 40 to 60 grade 10 students each year. Those students will be allowed to transfer no more than 24 credits from their previous schools.


MSA adopted Sir Ken Robinson’s stated aim for education as our mission: to help “Learners” better understand their intrinsic talents and the outside world and assist them in becoming fulfilled individuals and active, compassionate citizens. 


Students will acquire the MSA Diploma at graduation and MSA Diploma is undertaking the membership evaluation process of Council of International School. In addition to credit requirements shown in Section II, students must complete a 300-hour social service reqruiment for graduation.


MSA currently offers three categories of courses: disciplinary course, interdisciplinary project and MSA featured course. Disciplianry courses are delivered by 7 Academic Divisions: Math, Western Humanities, Eastern Humanities, Science, Social Science, Arts and Technology & Engineering. Each year, Interdsiciplinary Project is led by 5 teams around 5 themes, i.e. Ecological Civilization, Artificial Intelligence, Fundamental Science, Human Society and Personal Health. Learners and teachers work together to identify and provide creative solutions to current problems in the 5 aeras. MSA featured courses include 2 one-year courses: Eastern Thinking and Western Philosophy and 2 one-semester courses: Self-awarness and Systems Thinking. All MSA students are required to take the 4 feature courses before graduation.

02 Graduation Requirement

All MSA learners are required to earn 208 credits in order to receive MSA Diploma. 208 credits are divided into 180 common credits and 28 elective credits based on students' track.


  • 180 common credits are shown below:

Math

Science

Social Science

Tech & Engineering

Humanities

MSA Featured Course

Interdisciplinary Project (3 yrs/2 yrs)


  • 28 elective credits:

STEM Elective

Humanities/Social Science Elective

Arts Elective

Free Elective

STEM

Humanities & Social Science

Arts


*For 24 Science credits, students must select at least 1 Physics, 1 Biology and 1 Chemistry course.

**For 44 Humanities credits, students must select at least 32 credits from Western Humanities division.

***For 4-year students, IP requirement is 36 credits, i.e. 3 years' IP experience and for 3-year students, IP requirement is 24 credits, i.e. 2 years' IP experience. Students could only waive IP course on Grade 12.


  • In addition to credit requirements,

Students need to complete a 300-hour social service reqruiment

Learners should complete an average of 48 hours of PE activities every semester for graduation.

Learners should complete 16 hours of Psychosocial Development Sessions in their first two years as learners in Moonshot Academy for graduation.

Learner has reached the Developing Stage of Body Competency. It includes

The learner has recorded his/her HRV on 50 percent days of each semester

The learner has implemented at least three nutrition recommendations and one training recommendation. The learner can provide evidence of specific changes in their daily performance.


  • Student's academic records are critical to a strong college application and many U.S. colleges has provided specific requirment of learning periods in Math, Science, History, etc. Therefore, MSA students are expected to meet the following learning requirments as well:

English: 4 years

Math: 3 years (4 years recommended)

Science: 2 years (3 years recommended)

Humanities other than English/Social Science: 2 years

Language other than English: 2 years

Arts: 1 year (or 2 semester)


Credit is basically reported in terms of semester hours, whether earned during a 16-week semester or a summer session. For 1 unit of credit, approximately 45 mins per week is allotted to face-to-face instruction. For example, one 16-week course has four 45-min sessions and the credit of this course will be 4. Specially, all IP courses are 6 credits.


03 Course Selection Guidance

  • Overall Principle

Graduation Requirement

Personal Interests

Future Major

More Possibilties

Academic Progression & Standardize Test

Workload & Academic Stress


  • Grade 9

Students are placed into Math & ELA courses based on admissions exam and placement exam result.

Students are recommended to take 1-2 science course and/or 1 social science or art course.

Students are recommended to select 5 to 6 courses except for their Interdisciplinary Projects.

Graduation Requirement is the most important reference for the course selection on Grade 9.

Students will be taking Self-Awarness course on the second semester of Grade 9.


  • Grade 10

Students are placed into Math and ELA courses based on admissions exam and placement exam result, if they are newly admitted grade 10 students. Returning grade 10 students will continue their Math and ELA courses based on course progression.

Future major will be more important when selecting courses on grade 10. If students will pursue STEM major, they are recommended to take at least 2 science courses and higher level math courses.

Check the prerequisites of advanced courses, if students plan to take advanced courses in Grade 11 and 12 or take AP exams.

Check the exam requirements, especially AP requirement, if students plan to apply for colleges in non-U.S. countries.

For MSA Featured Course, Students will be taking Self-Awarness course on the first semester and Systems Thinking course on the second semester if they are newly admitted; Students will be taking Systems Thinking on the first semester if they are returning students.


  • Grade 11 & 12

Students must meet academic prerequisites before enrolling in advanced courses. All prerequisites are listed with the course catalog.

Students' GPA will be one of the most important factors when making course selection plans on Grade 11 & 12. Students with a GPA of 3.7 or above are encourage to take Advanced courses.

Students who took AP level courses and received an AP score of 4 or 5 will receive 1.0 extra score on the GPA of this course.

Colleges consider improvement and decline over time, and an upward trend is always favorable.

Academic rigor, i.e. how challenging your course selection is and academic performance, i.e. what grades you have gotten are both important for your successful college application.


  • Course Selection Procedure

Academic Department organize training about graduation requirement & curriculum

Students check course catalogue

1:1 course selection guidance supported by personal coaches

Students select course on SchoolPal

College Counselors approve course selection with signature

04 Course Registration & Add/Drop Policy
  • Recommended Workload: The recommended workload for each semester is 6 courses including at least 1 Inderdisciplinary Project. If learner needs to select less than 5 or more than 7 courses, he/she needs the approval from his/her coach and college counselors. It is the learner's responsibility to take any risk of delaying graduation, if he/she decides to select courses less than recommended amount.


  • Course Shopping Period: The first two weeks of teaching are course shopping period. Learners could add or drop any course without any record on student report or transcript within this period.


  • Add/Drop after Course Shopping Period: Learners are not allowed to add any new course after course shopping period. If learners want to drop any course after course shopping period, he/she needs to get the approval from his/her parents, class instructors and college counselor and the grade of the dropped course will be shown as "Withdraw" on transcript. Learners can NOT drop any course during the last 8 weeks of instruction, i.e. the deadline of dropping a course is the Friday of the 8th week of instruction.
05 Policy on Auditing a Course
Auditing a Course: Learners are expected to inform the instructor of their audit status and the class instructor has the discretion to decide whether to accept auditing learners. It is expected that an auditing learner will attend all classes. The instructor and the learner must agree on any additional expectations for the class in terms of assignments and/or other activities. No grade or academic credit will be given for auditing students.
06 Division of Math

We inspire all our learners to understand and appreciate the beauty and utility of mathematics, learners will be able to use mathmatics as a powerful tool to understand both natural and human phenomena, and we equip our learners with mathmatical competencies (such as logical reasoning, mathematical operation, data analysis, mathematical modeling, use appropriate tools, critical thinking etc) to solve both theoretical and practical problems.


The math curriculum is designed flexiable enough for all learners to enter math class at any time. The compulsory courses are designed from foundation level to advanced level, so that learners could keep challenging their understanding and interpretation of mathematics. For the learners who want to pursue STEM related major and career in the future, or simply want to explore more about the development of mathematics, we also provide various elective courses, including math history, calculus, statistics and math modelling.


We believe that learners learn math deeper when they:

Be curious, intrigued to research why and how.

Be open, ready to take other perspectives and approaches.

Be active, eager to make sense of concepts and ideas.

Be practical, willing to seek transfer of knowledge and methodology.

Be resilient, persistent to solve a problem or prove a theorem.

Be reflective, ready to learn from trials and experiments.


Math in Projects:

The math project is an important part of our course where learners apply theoretical academic knowledge to a real world situation and report their work out publicly. A well designed math project:


Driven by an essential question

Learners could make their own discoveries/ finding their own resources and answers, and creating and testing mathematical models. Teacher is not the only mathematical authority.

Learners are engaged in mathematical reasoning throughout the project, not just a little math in the beginning and then a lot of "crafts", they need to show their thinking logically and mathematically

The math is tied to something visually stimulating or applicable for the real world

There is an authentic final product that the students create, build, present on, and this serves as an authentic assessment 


Standards

When developing our Math curriculum, standards are based on The Common Core Standards and we assess learners compentency levels according to our compentency model.

MATH 1001: Math 1

MATH 1001: 数学 1

Prerequisite: N/A

Course Syllabus: https://shimo.im/sheets/1lq7MgzPRpUzLGAe/MODOC/


This course is for students who show the need for a through learning of algebra in placement test. Most incoming students who have finished 8 years of math education are recommended to take this course unless they demonstrate a strong background in algebra. The topics in the first term including data handing(descriptve one variable statistics), equations and inequalities, introductionto functions and quaratic functions, logic and geometric proof, congruence&similarity. In the second term, right triangle trigonmetry, coordinate geometry, circle, rational and irratioanl numbers,datat handing(descriptive two variables statistics).


MATH 2001: Math 2: Interpretation

MATH 2001: 数学 2:阐释

Prerequisite: Succesful completion of MATH1001 or demonstrate equivalent mastery in entry test. 


This course is driven by life-related applications of mathematics. It enables learners to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyze everyday situations and to solve problems.The first term of the course analysing data ;mathematics as a language; modeling relationship with functions; mathematics as the science of patterns.The topics that will be coverd in the second term are exploring on trigonometry; modeling retionships with circular functions; measuring and dividing up space; exploring randomness.


This course is aimed at learners who will go on to study subjects such as humanity, statistics, business, psychology, art and design.


MATH 2901: Math 2: Analysis

MATH 2901: 数学 2:分析

Prerequisite: Succesful completion of MATH1001 or demonstration of equivalent mastery in entry test.


Through this course, we will learn essential math concepts, procedures, methods and tools so that we can employ mathematics in science to understand the world, in engineering to shape the world, in technology to change the world. The first term of the course will cover univariate and bivariate statistics; sequcens and series; exponential and logarithmic functions. The second term will cover trigonometric functions; triangle trigonometry; vectors; conic sections.


This course is aimed at learners who will pursue a major or career in science, technology, engineering and mathematics in the future.


MATH 3001: Math 3: Interpretation

MATH 3001: 数学 3: 阐释

Prerequisite: Succesful completion of MATH2001 or demonstrate equivalent mastery in entry test. 

This course is appropriate for learners who are interested in developing their mathematics for describing our world with more emphasis on solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models.The first term o the course will cover modeling relationships with polynomial and rational functions, polar coordinates and vectors, solid geometry, analytic geometry. The second term will cover systems of equations and inequalities, binomial theorem and counting, probability, binomial and normal distribution, testing for validity and analyzing rate of change.


This course is aimed at learners who will go on to study subjects such as humanity, statistics, business, psychology, art and design.


MATH 3901: Math 3: Analysis

MATH 3901: 数学 3: 分析

Prerequisite: Succesful completion of MATH2901 or demonstration of equivalent mastery in entry test.


Through this course, we will learn advanced math concepts, procedures, methods and tools so that we can employ mathematics in science to understand the world, in engineering to shape the world, in technology to change the world. The first term of the course will cover complex numbers and probability. The second term will cover calculus.


This course is aimed at learners who will pursue a major or career in science, technology, engineering and mathematics in the future.


MATH 1002: Math History*

MATH 1002: 数学史*

Prerequisite: N/A


In this course, we will go through the historical develepment of matheamtics, from ancient time to modern era.  In particular, we will uncover many great mathematical ideas, their formation, interaction with other thoughts, and contribution to the human civilization.


MATH5001: Calculus

MATH5001: 微积分

Prerequisite: Succesful completion of MATH2901 or MATH 2001 with a grade above A- or demonstrate equivalent mastery in entry test.


This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally.  The first term of the course covers basic functions and fodels; limits and continuity;differential calculus. The topics that will be coverd in the second term include integral calculus;differential equations; infinite sequences and series*;parametric equations, polar coordiantes*;vector analysis*.


MATH5002: Statistics and Probability

MATH5002: 统计与概率

Prerequisite:Succesful completion of MATH3001/MATH3901 ,recommend to complete 

MATH5001 or with the basic understanding about calculus.

This course is for students who demonstrate a good foundation in basic algebra, and interested in exploring statistics as a tool in causal analysis and other research. The first term of the course covers the exploring one variable and two variable data, probability, random variable and distributions, estimating with confidence. The topics that will be coverd in the second term include testing a claim:hypothesis testing for one and two samples distribution,regression.


MATH6001: Mathematical Modeling*

MATH6001: 数学建模*

Prerequisite: Succesful completion of MATH3002: Advanced Math Analysis or demonstrate equivalent mastery in entry test.


In this course, we will explore how to represent real-world situations in mathematical models, translate problems from the situation into the model, solve the translated problem and interpret the solution back into the situation for evaluation and iterate the process accordingly until satisfied. Learners will experience how to solve real-world problems mathematically.




07 Division of Western Humanities:

Humanities education provides an integral foundation in a complete education. The ability to think, express, and explore are built on language, knowledge, concepts, and skills that are learned through the disciplines of language, literature, history, philosophy, and the arts. The study of the humanities teaches learners how to interpret texts, assess sources, make value judgements, and form and analyze arguments. Written expression is taught so that learners can share their ideas as part of the “Great Conversation” — the dialectic and dialogue of human growth and development through the engagement of human thinking. Language is also a creator and conveyer of beauty, and, through writing, this aesthetic experience is gifted to future generations. Ultimately, what coheres our design of the Humanities curriculum and classes taught at Moonshot Academy is deeper learning of these key skills and knowledge to help learners to “self-actualize,” in Maslow’s parlance, or to “become fulfilled individuals and active, compassionate citizens” as graduates of Mooshot Academy.


Because language is essential to human development, we emphasize its step-by-step development as a tool to access the cultural inheritance of humanity, collaborate in a globalized world, and present ideas and art that can change the world. We recognize the value of Chinese as our students’ native language with access to its own cultural treasures and that learning English exposes learners to the riches of the Western Tradition. As the global language of education, business, science, and the Internet, mastering English facilitates learners’ abilities to thrive in the modern world.


Literature allows learners to imagine a world of possibilities. As we cultivate the imagination, we can see things with the mind’s eye that we can then work to build. The ability to empathize with others’ feelings and see the world through their eyes—a competency inherent to great literature—is essential to truly being human and improving society. Poetry, plays, and stories give us forms to understand the heart as well as the mind.


History allows us to understand our collective experience as a people. By studying the past, we learn that human societies move through cycles. But we also learn that agency is key in molding human activity. In the study of history, we see the power of individual decisions and how individual choices aggregate collectively into our shared human experience. Knowing the past informs the present and allows us to evaluate future possibilities and pitfalls. Rather than focusing on a list of facts and dates, courses such as World History, US History, History of Mathematics, Asian Studies, and Human Geography provide learners with deeply enriching content as well as opportunities to develop historical thinking skills, an invaluable competency encompassing critical thinking, inquiry & research, analysis & synthesis, and argumentation.


Philosophy allows for the exploration of the human mind. The ability to develop our innate capacities to connect, reflect, and analyze are developed through thought exercises. An ethical perception of the world is fostered through understanding our place in the universe. Our limitations and our possibilities are met as we study important concepts such as justice, truth, and being. As a Moonshot Honored Course, Western Philosophy is a required credit for all MSA learners.


Core Beliefs:

At Moonshot Academy, we believe students are life-long learners who excel when they are given the freedom and support to pursue their own passions.


We support learners’ development of reading, writing, vocabulary, and grammar/mechanics with the adaptive learning program IXL as part of our blended learning approach. This comprehensive online curriculum offers learners individualized instruction and practice—at their own level and pace. We use IXL’s high quality analytics to inform our teaching, offering more targeted, personalized learning experiences aligned with Common Core standards and deeper learning of 21st century competencies. Since IXL can be easily accessed from any computer, phone, or tablet, this approach allows for learning to continue anytime, anywhere, and it encourages learners to develop self-regulation skills and ownership of their learning process.


Through project-based learning, learners apply and extend knowledge in a process of deeper learning. Rooted in essential knowledge, skills, and dispositions, these projects are often hands-on, collaborative, and interdisciplinary in nature, and they give opportunities to learners to present and celebrate their learning.


Standards:

When developing our English curriculum, standards are based on Common Core Standards, and we assess learners’ competency levels according to our MSA competency model. For college-level classes, we align with the CollegeBoard’s AP standards and guidelines.

ENGL 1000: ESL Foundations

ENGL 1000: 英语基础课程

Prerequisite: N/A


This is a transitional course to support learners with limited exposure and training in English language. Because Moonshot is a bi-lingual learning environment, we offer supplementary instruction in English as a second language for learners who need additional support beyond their Introductory ELA-1 course.


ENGL 1001: ELA1 (Introductory Level)

ENGL 1001: 英语语言艺术1 (初级)

Prerequisite: N/A

This class is designed for learners to build basic English language skills (reading, writing, listening, speaking) as well as introducing learners to the fundamental concepts of literary studies.


ENGL 2001: ELA2 (Intermediate Level)

ENGL 2001: 英语语言艺术2(中级)

Prerequisite: Having successfully completed the ELA-1 course, or having successfully "tested out" of ELA-1 in the admissions process.


This intermediate-level course is designed to develop students' English language skills (reading, writing, speaking, and listening) through engaging and complex units of study. This year's course is designed around the themes of past, present, and future. Students will read a variety of fiction and non-fiction texts, engage in discussions and debates, and learn to effectively communicate their ideas in writing, from personal, informal journaling to rigorous academic essays. Each unit integrates reading and writing with digital tools, multimedia, and fine & performing arts. Students will have multiple opportunities to deliver presentations and performances. This course contains a blended learning component, IXL, which allows learners to work at their own level and pace through a comprehensive online curriculum. This course will culminate with a major PBL performance and a portfolio of student writings.


ENGL 3001: ELA3 (Advanced Level)

ENGL 3001: 英语语言艺术3(高级)

Prerequisite: Having successfully completed the ELA-2 course, or having successfully "tested out" of ELA-2 in the admissions process.

This course is designed for learners working on their higher English language and literature knowledge and skills through the study of works of literature and advanced writing exercises. Based on the backgroud of WWII, this course explores literature of varied genres in that time period, including A Midnight Clear by William Wharton, No Exit by Sartre, Slaughterhouse-Five by Kurt Vonnegut, The Guernsay Literary and Potato Peel Pie Society by Mary Ann Shaffer · Annie Barrows and collections of poetry. Close reading of texts and the development of critical thinking will be key skills in developing students' language and argumentation abilityin this course. Meanwhile, the experiential learning part will add some bright colour to the deep conversation between literature and humanity.

ENGL 3002: Creative Writing

ENGL 3002: 创意写作

Prerequisite: N/A


Creative Writing is an intermediate ELA course focusing on English creative composition and contemporary literature. Through the exploration of your own life and the varied lives around you, we hope that you could build up your own identity profile. Meanwhile, the exposure to different contemporary literature and writing genres will offer you an opportunity to find a unique way to express yourself with. The competencies this course will be focusing on are oral interaction, creative writing, aesthetic sensation, and self-awareness. The immersive English environment of this course will also sharpen your language abilities through reading and listening to writing and speaking. The final artefact of this course will be one or more collections of your own masterpieces and all the money earned by selling them may be your first barrel of gold in the writing field.


ENGL 5001:ELA4 (AP Literature)

ENGL 5001: 英语语言艺术4(AP文学)

Prerequisite: There are no prerequisite courses for AP English Literature and Composition. However, students should be able to read and comprehend college-level texts and write grammatically correct, complete sentences.


The English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.


PHIL 1001: Practical Philosophy

PHIL 1001: 应用哲学

Prerequisite: N/A


The Battle of Ideas is an introduction course of western philosophy focusing on important topics of human existence. Brain science, psychology and art will also be involved when thinking and communicating ideas & worldviews. A practical approach will bring philosophical knowledge and skills into everyday life—to connect with patterns, trends and challenges we encouter in our lives. The competences this course will be focusing on are: critical thinking skills, writing and oral communication skills, and self-awareness. With the support of the team, you will be taking a thinking heroic adventure towards truth, success, happiness and constant personal growth. You will be enlightened by the thoughts of the greatest thinkers of human history and make connections with your own experiences and knowledge. You will discover more about your own thinking mechanism and examing your ideas during group inquiry. "Know yourself. Life without examination is not worth living.”

Key concepts: Identity, Human nature, Reason & Emotion, Desire, Freedom, Justice, Good life, Love.


MSAF 4001: Western Philosophy

MSAF 4001: 西方哲学

Prerequisite: N/A

Course Syllabus:

This course educates learners in the culture and major ideas of the Western Tradition by teaching primary texts (Gilgamesh, Plato’s Republic, Descartes’ Meditations) in the context of culture and history. Philosophy as a discipline broadens the mind by seeing ourselves and the world from a higher perspective. Note: This is an MSA Honored Course, required for graduation.


WHIS 5001: World History

WHIS 5001: 世界史

Prerequisite: N/A


In World History, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and usethe same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.


AART 2001: Music Appreciation

AART 2001: 音乐鉴赏

Prerequisite: N/A

Music is an art form that defines and shapes human beings ever since we existed. Everyone listens to music everyday, yet few people think about how it has evolved and shaped who we are and our connections with music. Designed with themes of different emotions music creates and expresses, this course aims to enhance students’ overall ability to listen, understand, evaluate, and appreciate music from different time periods, world regions, and genres. Students will learn the basic elements and concepts to understand and analyze music, acquire introductory improvisation methods to make simple pieces on Garageband, and hold a concert of their own at the end of the course.


Course Selection Guidance:

In preparation for university education, learners at Moon Shot Academy are required to take an English Language Arts class every semester.

It is highly recommended that learners take a minimum of 2 courses taught in English language every semester.

Courses are organized according to subject and level. The levels are introductory, intermediate, and advanced. The subjects are language, literature, history, philosophy, and the arts.


08 Division of Eastern Humanities

Core Value and Beliefs

Eastern Humaniteis provides an comprehensive and profound access to Chinese culture, language and literature, to develop learners' Chinese literacy skills as well as cultural awareness. By guiding students through various ancient and contemporary texts, we aim to help learners develop their Chinese reading and writing skills. We also aim to cultivate learner's passion and deeper understanding of Chinese culture, affirming their civic identity and lay a solid ground for their future venture into the world as global citizens.


东方人文学部为学习者提供全面且深入的中国文化与汉语言文学课程,旨在发展学习者的中文听说读写能力的全面发展、培养文化意识,并支持学生的终身发展。学部课程通过引导学习者阅读与探究多元化的古代以及现当代经典文本,着重培养学习者对中国语言和文化思想的理解与热爱,加强国民身份认同感,从而拓展学习者的学习与研究兴趣。


Standards

When developing our Chinese curriculum, standards are based on National Chinese Curriculum Standards, CCSS, and we assess learners’ competency levels according to our MSA competency model.

CHIN2001: Fundamental Chinese Language and Literature:The Written World

CHIN2001: 中国语言与文学基础:文字的力量

Prerequisite: N/A

Contents: This is a fundamental course to support learners read the excellent ancient and modern Oriental literary works. According to the different artistic expressions of poems, prose, novels and plays, learners are able to appreciate the works from the perspectives of language, conception, image and emotion, so as to understand the author's creative intention and gain aesthetic experience. Develop the habit of writing reading notes, reviews and essays, learners are able to explain and share feelings and opinions in their own way.


这是一门基础课程,将引领学习者走进中国语言与文学世界。你将通过精读散文、戏剧、小说、诗歌,学会从语言、构思、形象、情感等多角度赏析经典文学作品,把握作品的内涵,进而理解作者的创作意图,获得审美体验。另外,学习者可以在课程丰富多彩的任务活动中提高写作能力,我们也鼓励你采用灵活、创新的方式表达和分享自己的观点和感悟。


CHIN3001: Chinese Contemporary Literature

CHIN3001: 现当代中国文学作品选读

Prerequisite: N/A

Contents: This is an advanded course offering learners an access to important cometmporary Chinese writers and their works. In this course, we will read together canonical texts from Lu Xun, Ba Jin, Lao She etc, and probe into their core value and beliefs, while developing Chinese reading and writing competencies along the way.

作为汉语言文学的萌芽与巅峰时期,现当代文学对于学习汉语语言与文化有着至关重要的意义。在这门课中,我们会共读现当代重要作家的经典作品,探究主旨意涵,感受形象、品味语言、体验情感,提升文学欣赏能力。鲁迅、茅盾、巴金、老舍…… 欢迎进入现当代文学的世界。


MSAF4002: Introduction to the History of Chinese Culture

MSAF4002: 中国文化史导论

Prerequisite: N/A (as you can read Chinese)


Contents: Follow the history development stage of China and the main theme of that time, the course content is mainly refer to four main unit which include several topics in it, to help learners to understand how does Chinese culture form by time, what's the core bebelif of Chinese culture, and how does it connect with our daily life in mordern time:


Shengxian appear in the world(出圣贤): The period of San Huang Wu Di in ancient time , and Destiny of serving people.

Take care of the whole world(家天下): Dynasty of Xia & Shang,the time of forming the Chinese Social Structure.

Educate/Cultivate people with LiYue( 興禮樂):Dynasty of Zhou, the rise and fall of LiYue regulation

Unification(大一统): Qin and Han Dynasties: Unified Governance of the world


「中國文化史導論」的內容主要分成七層,每一層都會對應一段歷史時期與一個主要議題,每一層之下都還有若干個子題:


出聖賢:遠古中國,三皇五帝的時代:為人民服務的天命

家天下:夏商二代:社會結構的形成

興禮樂:周:禮樂的興衰存續

大一統:秦漢:天下的統一治理


09 Division of Science

Philosophy

“一粒沙里有一个世界,一朵花里有一个天堂,把无穷无尽握于手掌,永恒不过是刹那时光。”

探月的科学课程部希望通过基于真实情景的探索和思考,带领和支持学习者领略科学之美;培养学习者成为具有独立思考和学习能力的人,在经历艰苦卓绝地努力之后,能够掌握丰富的关于宏观和微观世界的科学知识。学习者能够掌握假设、实验、验证、定性和定量分析等科学的研究方法,并运用其理解和改造世界;同时,学习者能够因此具备良好的科学素养,形成个体与个体、个体与客观世界关系的科学看法,找到探索自然的内在动力,保持原本就对世界的好奇。


To see the world in a grain of sand

And a heaven in a wild flower

Hold infinity in the palm of your hand

And eternity in an hour

---- William Blake


The science curriculum Department of Moonshot Academy hopes to lead and support learners to experience the beauty of science through exploration and thinking based on the real situation; help learners to become people with independent thinking and learning ability, and master rich scientific knowledge about the macro and micro world after hard and excellent efforts. Learners can master scientific research methods such as hypothesis, experiment, verification, qualitative and quantitative analysis, and use them to understand and transform the world; meanwhile, learners can have good scientific competencies, form a scientific view of the relationship between individuals, individuals and the objective world, find the internal motivation to explore nature, and maintain their original curiosity about the world.


Objective

Students can acquire basic knowledge and interdisciplinary concepts in classical and modern physics, chemistry, biology and geography, including following ideas:

Matter and Its Interactions

Motion and Stability: Forces and Interactions

Energy

Waves and Their Applications in Technologies for Information Transfer

From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity

Earth's Place in the Universe

Earth's Systems

Earth and Human Activity

Crosscutting scientific concepts: Patterns; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change


Learners would experience the following scientific practices to form relevant competencies

Asking questions and defining problems

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information 

Content and Courses

In order to meet the needs of different levels of students, science courses provide different levels of choices, including Introduction to Science and foundation science courses for learners with different ability structures, Advanced science courses, and some elective courses with specific topics.


The introduction science courses series mainly focuses on the training of core scientific content before high school and basic scientific research methods ; the basic science course is divided into physics, chemistry, biology and geography, and focuses on the training of core content and scientific methods of discipline foundation; the advanced science course is also divided into subjects, which is set for students with strong interest in each subject, and the content is AP; Elective courses with specific topics are set for students who are interested in specific subjects of various disciplines, and the contents are subject elective and expansion.


Standards

When developing our Science curriculum, standards are based on  Next Generation Science Standards (NGSS)and The new curriculum standard of high school in China. We assess learners‘ competency levels according to our competency model.

Course Outline in Science

PHYS 1001: Introduction to Physics

PHYS 1001: 基础物理学

Prerequisite: N/A

"Introduction to Physics is a basic science course which invites you to observe and investigate the nature like a scientist. You could meet different scenarios where physics can support the real world, and experiments and seminars will have your back for analyzing those cases. You will probably find another perspective to understand how the nature is changing and developing as the course goes on.  We will build connections among mass, energy, and their interactions; and also sail from waves to electromagnetism. Hope this 1-year journey worth it. 

作为最基础的科学课程之一,物理入门课邀请你一起观察和探索自然。你会遇见物理应用于现实世界的不同场景,而实验与讨论会为你提供最好的支持。随着课程的进行,你可能会找到另一种认识自然发展变化的角度。我们会联系物质、能量与它们的相互作用,也会游历波动和电与磁的角落。希望一年的旅程不虚此行。"


PHYS 5001: Advanced Physics: Mechanics

PHYS 5001: 高阶物理学:力学

Prerequisite: 了解基础的物理现象,能够用科学的语言描述物理现象,了解基本的科学研究方法,知道基础的二次方程、三角函数的知识。学习科学入门课、物理入门课或者在水平测试中表现出同等学术能力。

You should know basic physical phenomena, be able to describe physical phenomena in scientific language, understand basic scientific research methods, and know how to deal with quadratic equations and trigonometric functions. Succesful completion of PHYS1001: Introduction to physics or demonstrate equivalent mastery in entry test.


力学,是一门通过探究和实验的,基于数学的力学内容课程,包括运动学、动力学、圆周运动和引力、能量、动量、简谐运动、力矩和转动、机械波和声。

Mechanics is an algebra-based, inquiry and experiment based,introductory high school-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore these topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion and mechanical waves and sound.


PHYS 5002: Advanced Physics: Electricity and Magnetism

PHYS 5002: 高阶物理学:电与磁

Prerequisite: 了解基础的物理现象,能够用科学的语言描述物理现象,了解基本的科学研究方法,知道基础的二次方程、三角函数的知识;完成了力和运动、曲线运动、万有引力、功和能的知识学习。即基础物理课、PHYS5001:力学课,或在水平测试中表现出同等学术能力。

You should know basic physical phenomena, be able to describe physical phenomena in scientific language, understand basic scientific research methods, and know how to deal with quadratic equations and trigonometric functions; Succesful completion of PHYS5001: mechanics or demonstrate equivalent mastery in entry test.

Course Syllabus: https://shimo.im/sheets/y1FcplJkrSAH8RRw/


电和磁,是一门通过探究和实验,基于数学的电磁学有关内容的课程,包括电场力、电场强度和电势、直流电路、磁场、电磁感应、电磁波、光、量子和核物理等。

Electricity and Magnetism is an algebra-based, introductory high school-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore these topics: electrical force, field, and potential; electric circuits; magnetism and electromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclear physics.


CHEM 1001: Introduction to Chemistry

CHEM 1001:基础化学

Prerequisite: N/A

An introductory course that focus on giving overview of chemistry, linking chemistry to real life. It encourages curiousity and improves the skills for scientific discovery.

This course lays foundation for further chemistry studies. It also lays foundations for material sciecne, life sciences, and environmental sciences.

这是一门入门课致力于给学习者一个化学学科的全景,建立化学与生活的连接。这门课想要激发学生对于自然世界的好奇心同时锻炼科学探究的能力。化学入门课为之后的化学学习打下基础,也为材料科学、生命科学和环境科学等自然科学领域打下基础。


CHEM 3001: Intermediate Chemistry

CHEM 3001: 中阶化学

Prerequisite: 学习过国内初三化学或在探月学习过 Introduction to science,或具备同等学术能力。Succesful completion of CHEM1001: Introduction to chemistry or demonstrate equivalent mastery in entry test.

This course introduces the terms, concepts and rules in chemistry, and relates them to everyday materials and events, placing chemistry within the context of your own experiences.


CHEM 5001: Advanced Chemistry

CHEM 5001: 高阶化学

Prerequisite: 在探月学习过 fundamental chemistry或具备同等学术能力。 Succesful completion of CHEM3001: Chemistry 1 or demonstrate equivalent mastery in entry test.

This course is the basic professional knowledge in general Chemistry. It is equivalent to that of the year-long college/pre-university level learning of Chemistry concepts.


BIOL 3001: Intermediate Biology

BIOL 3001: 中阶生物

Prerequisite: N/A

适合进入高中生物学习的初学者。课程将围绕着两个主要话题“青少年健康和罕见病”进行小组学习和探究,在健康话题的最后,小组将为特定人群设计出一份科学又营养的食堂食谱;在罕见病的最后,小组将深入了解罕见病背后的故事,关注被遗忘的罕见病患者为他们发声。话题内容设涉及到细胞生物学、遗传、演化等知识。

This is an introductory course for beginers of high school biology. We will talk about the problems of teenage obesity, diabetes and rare diseases based on cell bioloby, genetics knowledge.This course will also cover evolution topic to help you understand the most influenced theories in this field.


BIOL 5001: Advanced Biology

BIOL 5001: 高阶生物

Prerequisite: 完整学习过中国课程标准体系下,初中生物学、化学课程;最好学习或自学过高中必修部分化学课程或具备同等学术能力。 Succesful completion of BIOL3001: General Biology and CHEM3001: Chemistry 1 or demonstrate equivalent mastery in entry test.

1、依据现代生物学/生命科学发展及教学发展,课程共分为5个“模块主题”(细胞、遗传与进化、稳态与调节、生态学、生物技术),每一个“模块主题”聚焦现代生物学的一个侧面,全部的“模块主题”构成完整的现代生物学学科体系。学生完成全部“模块主题”后意味着其将掌握高中至大学先修课级别的生物学核心概念(core concepts)、科学思维与探究技能和相关社会议题的参与能力,三者构成生命科学学习经历凝练的关键能力。


2、本课程适合有志于未来申请入读医学院、农学院、药学、生命科学、神经科学与类脑科学、人机工程、营养与食品科学、环境科学、海洋科学等相关领域的同学学习,是这些领域的基础课程,也适合有计划参与国内外生物学竞赛活动的同学学习,选修高阶生物学的学生,建议同时选修高中高级别的化学和物理课程;


3、抛开一切“工具理性”的理由,作为自然科学中直接触碰“生命”本体的学科,对生命现象的理解深度,对“现在与过去、我与他人、人与环境、利己与利他、竞争与合作、偶然与必然、强与弱”等重大基础性问题从生物学视角重新进行审视与思考,即是对“何以为人”的理解与思考。生物学的学习和概念理解,可以针对发展问题、社会问题给予我们另一种强大的批判性、自然性的思考工具,消解工业与技术红利时代“单向度的人”的迷思,促进“人的全面而自由的发展”。


1. According to the development of modern biology and life science and the development of teaching, curriculum is divided into five modules theme (cells, genetic and evolution, the homostasis and regulation, ecology, biotechnology), and each module theme focus on one aspect of modern biology, all the "module theme" constitute a complete system of modern biology discipline. Completion of all module topics implies mastery of core concepts in biology at the high school to advanced Placement level, scientific thinking and inquiry skills, and participation in related social issues, which constitute key competencies for a condensed life science learning experience.


2. This course is designed for those interested in the future application in medical college, agronomy, medicine and life science, neuroscience and brain-like intelligence science, man-machine engineering, nutrition and food science, environmental science, ocean science and related fields such as students learning, is a basic course in these areas, and is suitable for the students in a planned way to participate in the activities of biology competition at home and abroad to study, students of high level biology, suggest taking senior high school chemistry and physics course at the same time.


3. Despite all the "instrumental rationality", as a natural science directly contact touch "life" of the ontology subject, the depth of understanding of life phenomenon, for "the present and the past, I and others, man and environment, self-interest and altruism, competition and cooperation, contingency and necessity, strong and weak" and other major basic problem from a biological perspective to look at and think, is the understanding and thinking of “what is a man”. The study and conceptual understanding of biology can give us another powerful critical and natural thinking tool for development and social problems, dispel the myth of "one-dimensional man" in the era of industrial and technological dividends, and promote the "all-round and free development of man".


SCIE 5001: AP Research

SCIE 5001: AP研究

Prerequisite: 学习过科学的高阶课程(化学、物理、生物)至少一门或具备同等学术能力。Succesful completion at least one of following advanced courses: BIOL5001 Advanced Biology、CHEM5001 Advanced Chemistry、PHYS5001 Mechanics and PHYS5002 Electricity and Magnetism or demonstrate equivalent mastery in entry test.


Develop and practice the skills in research, collaboration, and communication that you’ll need in any scientific discipline. You’ll investigate topics in a variety of scientific subject areas, write research-based essays, and design and give presentations both individually and as part of a team.


Build on what you learned, you will be able to deeply explore an scientific topic, problem, or issue of individual interest. Through this exploration, you will design, plan, and conduct an independent research based investigation to address a research question.


Skills you will learn 

* Reading and analyzing articles, studies, and other texts

* Gathering and combining information from sources

* Viewing an issue from multiple perspectives

* Crafting arguments based on evidence

* Conducting independent research

* Analyzing sources and evidence

* Applying context and perspective

* Writing a college-level academic paper

* Presenting research findings to an audience


10 Division of Social Science

Social Science Division will be centered on the "Grey Area and Fine Line" (灰度认知,黑白决策). We firmly believe that there are many sides to every event, so we need to perceive it with a grayscale perspective. But when we make decisions, we need to be able to have the knowledge base to make sound decisions, not a muddled mess.


Standards

When developing our Social Science curriculum standards are based on C3 Social Science(https://www.socialstudies.org/c3) and we assess learners compentency levels according to our compentency model.

SOSC1001: China and the World

SOSC1001: 宅兹中国

Prerequisite: N/A

Course Syllabus:(奇年春秋季)

《更有可能成功的路》这本书,提到了这样一种新型课程。你愿意和我一起,把它变成中国版本么?

The book named Most Likely to Succeed mentioned a new kind of course. Would you like to come with me and turn it into a Chinese version?


试想一下,如果高中新增了一门必修课,叫作《身为美国人的意义》,课程之始,老师提出了一些涉及面很广的问题。这些问题不容易回答,也没有绝对正确或错误的答案,比如:“我们身为美国人,究竟是谁?”“是什么样的力量塑造了美国人民,塑造了美国?”“美国在未来会遇到什么挑战?”

Imagine, for a moment, a new required high school class called “What Does It Mean to Be an American?” Imagine that the course begins with posing big questions that have no easy or right or wrong answers, such as, “Who are we as Americans?” “What are the forces that have shaped us as a people and as a country?” and “What are the challenges that our country faces in the future?”


而学生要在一年内,运用多学科知识对上述问题进行充分思考。当然,他们会从历史角度来看美国人究竟是谁,但同时也能从文学和艺术的角度来回答这个问题。学生会了解到从其他国家来到此地的移民对美国文化做出了什么贡献,以及塑造美国历史的重要新技术,为美国带来巨额财富和繁荣景象的数学和科学发现,未来面临的危及生命的挑战。

Now imagine that students are challenged to consider these questions over the course of a year, using multiple disciplines. They would come to understand who we are as Americans from history, of course, but also from literature and the arts. They would learn what immigrants from other countries have contributed to our country’s culture. They would learn about important new technologies that have shaped our history, mathematical and scientific discoveries that have brought us both enormous wealth and prosperity, as well as life-threatening challenges for the future.


接着,学生组成小组,分别负责对各个特定时代进行深度研究,之后,再将自己所了解到的精华内容讲给全班同学。也许,学生们能制作一部电影,或写出一部戏剧,以反映该时代的一个特别重要的历史事件。有些人也可能会创作一首歌、一首诗,或一部短篇小说。

Now further imagine that teams of students would have responsibility for researching specific eras in depth and then teaching their peers the highlights of what they have learned. Perhaps they’d make a movie or write a play to illustrate a particularly important point. Some might compose a song or write a poem or a short story.


那么,这样一门课程的“期末考试”会是什么样的呢?老师不可能(张阳注:翻译有误,是“可能”而不是“不可能”)会要求学生回家写一篇深度论文,来回答“身为美国人的意义”这个问题。从课程开始的第一天起,学生就知道这将是期末考试的题目。在为期一年持续进行的讨论和辩论中,学生会针对这个问题不断进行思考。老师会鼓励学生利用各种可以找到的资源,特别是互联网,在一年的时间里不断学习。

So what would the “final exam” look like for this course? Students would be asked to write an extended, take-home essay addressing the question of what it means to be an American. They would know from the first day of class that this was the final exam question. They would have been considering the topic in ongoing discussions and debates throughout the year, and they’d be encouraged to draw on all the resources they’d used for learning throughout the year—especially the Internet.


期末考试的第二部分是要求学生当众对自己的论文进行演讲和辩护,形式和论文答辩很相似。过程中,家长和来宾有机会对学生的演讲进行观摩并提问。学生的口头表达和书面总结水平可以通过他们提出的观点,收集多方证据予以支持的能力进行评估。老师不会在学生之间进行相互比较,也不会在给定时间内看谁产出的成果比较多。学生需要满足一系列表现标准,才能拿到该门课程的学分,相当于拿到美国研究的勋章。

The second part of students’ final exam would require them to present and defend their papers in a public exhibition of mastery—much like a dissertation defense—where parents and guests would have a chance to observe and ask questions. Students’ oral and written work would be assessed on their ability to marshal a range of evidence to make their points. They would not be compared to one another; they would not be time-tested. But they would have to meet a specified performance standard in order to get a credit for the course—a Merit Badge in American Studies.


如果美国每一所高中的学生都能上这样一门课,我们的学生是否能对历史、现状和未来产生更加深刻的理解?通过这样一门课程的历练,学生们是否能在协作、批判性思维、沟通和公民素养方面得到进一步的提升?我们认为答案是肯定的。

Do you think that if every high school student in America took a course like this, our students might better understand our past, our present, and our future? Do you suppose they’d be better collaborators, critical thinkers, communicators, and citizens? We think so.


SOSC1002: Intro to Politics

SOSC1002: 政治学入门

Prerequisite: N/A

Course Syllabus:(偶年秋季)


我们为什么需要这一门课?请允许我用施展老师的一段话来回答:

「你想象一下,如果你是一个生活在二战前夕的英国人,面对纳粹德国的疯狂扩张,你觉得是应该向纳粹妥协让步,还是应该团结起来一致反抗?

估计你会说,那肯定不能妥协啊,纳粹这么邪恶,当然要反抗啊。但是,生活在当时的英国人,还未必真是你这么想的。

因为距离二战爆发的20年前,欧洲刚刚经历过一场惨烈的世界大战,就是一战。从一战开始,战争也工业化了,屠杀效率前所未有地高,一天就能有几万人血肉横飞地死在战场上。比如,1916年的索姆河战役里,德军阵地上,每一百米就架了一挺马克沁机枪,像割庄稼一样扫射冲锋过来的英国军人,一天打死快六万人。

这么四年打下来,英国阵亡了将近一百万军人。战争的规模超过了所有人的想象,然而到了战争突然结束之际,却没有人能说清楚,打了这么大的仗,遭了这么多的罪,死了这么多的人,到底是为了啥。

这个时候,如果你是一个生活在二战前的英国人,有一个家伙告诉你,我们必须想方设法保持和平,只要有技巧,希特勒也是能够安抚住的。另一个家伙告诉你,我们必须马上对希特勒强硬起来,哪怕再发生一场大战也在所不惜。你会选择支持谁呢?

第一个人就是当时的英国首相张伯伦,第二个人是丘吉尔。如果你了解后面的历史,可能会毫不犹豫地说,当然支持丘吉尔;但是如果脱离那种刻板印象,把自己代入到这样一种具体的场景中,可能你就不那么容易做选择了。

所以,尽管当时希特勒正在一步步扩大德国的势力,但是,英法两国都不愿意再发生一场大战,最后英法两国同意以捷克斯洛伐克为代价,来安抚希特勒。1938年9月底,英国、法国、德国、意大利四个国家共同签署了条约,同意了希特勒的要求,这就是《慕尼黑协定》。

英国首相张伯伦回国后,在机场上挥舞着协定,得意地宣布:“我带来了整整一代人的和平!”

张伯伦的讲话得到了英国人民热情的欢呼,很多人都在庆幸,终于避免了可怕的战争;同时这些人也在痛斥丘吉尔,觉得他就是个战争贩子,总在鼓吹着要和希特勒打仗,是个愚蠢又讨厌的家伙。

如果你是在场的人,如何能够做出更聪明的判断,以决定何去何从呢?

你再假设一下,如果这个时候,你是一个生活在德国的犹太人,你看到《慕尼黑协定》签订了,战争似乎也可以避免了。这个时候,你是会长出一口气,继续在德国生活呢?还是会神经紧张起来,考虑赶快移民呢?

这会儿的你可能还不知道,留给你选择的时间窗口,只有几个月了。

说到这儿,你大概会意识到,在这种处境下,对国际政治的理解能力,是关乎生死的大事,生死就在一念之间。当然了,这种处境是很罕见的,你这一生大概率不会遭遇到,但是对国际政治的理解能力仍然对你有着重要意义。

因为你在制定人生规划的时候,就要理解自己所面对的环境,从而根据环境变迁来调整规划,这正是成功规划当中必不可少的一环。个人所面对的环境当中,有各种会产生影响的要素,国际政治就是影响个人环境的所有要素中,最底层的约束条件。

这就是为什么人们都应该学习国际政治学的一个基本原因,往大了说,它可以帮助你理解国际的风云变幻;往小了说,它可以帮你在制定人生规划的时候,有着一种其他人所不会具备的大视野、大格局。」


Why do we need this course? Allow me to respond with a quote from Teacher Shi:

"imagine if you were a Brit living on the eve of World War II and faced with the frenzied expansion of Nazi Germany, do you think you should give in to the Nazis, or do you think you should unite against them?

You might say, well, you can't compromise that, because the Nazis are so evil, you have to fight them. But the British people of that time may not have been what you thought.

Because 20 years before the outbreak of World War II, Europe had just experienced a terrible world war, which was World War I. Since the First World War, wars have been industrialized, killing more efficiently than ever before, and tens of thousands of people a day have been killed on the battlefield. In 1916, for example, a Maxim gun was erected every 100 metres from the German position in Battle of the Somme, mowing down the charging British soldiers like a crop, killing nearly 60,000 a day.

In four years, nearly one million British soldiers were killed. The scale of the war was beyond everyone's imagination, but when it came to an abrupt end, no one could say for what it was that we had fought so hard, suffered so much, and lost so many people.

At this point, if you're a pre World War II Brit, a guy tells you, we have to find a way to keep the peace, and with the right skills, Hitler can be placated. Another guy tells you, we have to get tough with Hitler right away, even if it means another big fight. Who would you choose to side with?

The first was Chamberlain, then British Prime Minister, and the second was Churchill. If you know the history behind it, you might not hesitate to say, of course Churchill, but if you step away from that stereotype and put yourself in a specific situation like this, you might not have an easy choice.

So, even though Hitler was expanding Germany's power, neither Britain nor France wanted another war, and eventually they agreed to appease Hitler at the expense of Czechoslovakia. At the end of September 1938, Britain, France, Germany, and Italy signed a treaty that agreed to Hitler's demands, the Munich agreement.

"I have brought a whole generation of peace, " British Prime Minister Chamberlain declared triumphantly, waving the accord from the airport on his return

Chamberlain's speech was greeted with exuberant British exuberance, with many rejoicing that a terrible war had been averted, and with denunciations that he was a warmonger, always preaching war with Hitler He's a stupid, obnoxious guy.

If you're the person in the room, how can you make smarter decisions about what to do?

If you were a Jew living in Germany at this time, and you saw the Munich agreement, it would seem that war could have been avoided. Will you be able to breathe a sigh of relief and move on with your life in Germany? Or are you going to get nervous and think about emigrating?

What you may not know at this point is that your window of choice is only a few months away.

At this point, you may realize that, in this situation, the ability to understand international politics is a matter of life and death, and that life and death are at stake. Of course, such situations are rare and unlikely to happen in your lifetime, but understanding international politics is still important to you.

Because when you make a plan for your life, you have to understand the environment you are facing and adjust your plan according to the changes in the environment. This is an essential part of a successful plan. There are all sorts of influential factors in the environment that an individual faces, and international politics is the bottom-most constraint of all the factors that affect the environment.

This is one of the basic reasons why people should study international politics. At its best, it can help you understand the changes in the world. At its worst, it can help you make a plan for your life There's a big vision, a big pattern that no one else has.


SOSC1003: Intro to International Politics: A Human Community with A Shared Future

SOSC1003: 国际政治入门:人类命运共同体

Prerequisite: N/A

Course Syllabus:(偶年春季)

我们为什么需要这一门课?请允许我用施展老师的一段话来回答:

「你想象一下,如果你是一个生活在二战前夕的英国人,面对纳粹德国的疯狂扩张,你觉得是应该向纳粹妥协让步,还是应该团结起来一致反抗?

估计你会说,那肯定不能妥协啊,纳粹这么邪恶,当然要反抗啊。但是,生活在当时的英国人,还未必真是你这么想的。

因为距离二战爆发的20年前,欧洲刚刚经历过一场惨烈的世界大战,就是一战。从一战开始,战争也工业化了,屠杀效率前所未有地高,一天就能有几万人血肉横飞地死在战场上。比如,1916年的索姆河战役里,德军阵地上,每一百米就架了一挺马克沁机枪,像割庄稼一样扫射冲锋过来的英国军人,一天打死快六万人。

这么四年打下来,英国阵亡了将近一百万军人。战争的规模超过了所有人的想象,然而到了战争突然结束之际,却没有人能说清楚,打了这么大的仗,遭了这么多的罪,死了这么多的人,到底是为了啥。

这个时候,如果你是一个生活在二战前的英国人,有一个家伙告诉你,我们必须想方设法保持和平,只要有技巧,希特勒也是能够安抚住的。另一个家伙告诉你,我们必须马上对希特勒强硬起来,哪怕再发生一场大战也在所不惜。你会选择支持谁呢?

第一个人就是当时的英国首相张伯伦,第二个人是丘吉尔。如果你了解后面的历史,可能会毫不犹豫地说,当然支持丘吉尔;但是如果脱离那种刻板印象,把自己代入到这样一种具体的场景中,可能你就不那么容易做选择了。

所以,尽管当时希特勒正在一步步扩大德国的势力,但是,英法两国都不愿意再发生一场大战,最后英法两国同意以捷克斯洛伐克为代价,来安抚希特勒。1938年9月底,英国、法国、德国、意大利四个国家共同签署了条约,同意了希特勒的要求,这就是《慕尼黑协定》。

英国首相张伯伦回国后,在机场上挥舞着协定,得意地宣布:“我带来了整整一代人的和平!”

张伯伦的讲话得到了英国人民热情的欢呼,很多人都在庆幸,终于避免了可怕的战争;同时这些人也在痛斥丘吉尔,觉得他就是个战争贩子,总在鼓吹着要和希特勒打仗,是个愚蠢又讨厌的家伙。

如果你是在场的人,如何能够做出更聪明的判断,以决定何去何从呢?

你再假设一下,如果这个时候,你是一个生活在德国的犹太人,你看到《慕尼黑协定》签订了,战争似乎也可以避免了。这个时候,你是会长出一口气,继续在德国生活呢?还是会神经紧张起来,考虑赶快移民呢?

这会儿的你可能还不知道,留给你选择的时间窗口,只有几个月了。

说到这儿,你大概会意识到,在这种处境下,对国际政治的理解能力,是关乎生死的大事,生死就在一念之间。当然了,这种处境是很罕见的,你这一生大概率不会遭遇到,但是对国际政治的理解能力仍然对你有着重要意义。

因为你在制定人生规划的时候,就要理解自己所面对的环境,从而根据环境变迁来调整规划,这正是成功规划当中必不可少的一环。个人所面对的环境当中,有各种会产生影响的要素,国际政治就是影响个人环境的所有要素中,最底层的约束条件。

这就是为什么人们都应该学习国际政治学的一个基本原因,往大了说,它可以帮助你理解国际的风云变幻;往小了说,它可以帮你在制定人生规划的时候,有着一种其他人所不会具备的大视野、大格局。」


Why do we need this course? Allow me to respond with a quote from Teacher Shi:

"imagine if you were a Brit living on the eve of World War II and faced with the frenzied expansion of Nazi Germany, do you think you should give in to the Nazis, or do you think you should unite against them?

You might say, well, you can't compromise that, because the Nazis are so evil, you have to fight them. But the British people of that time may not have been what you thought.

Because 20 years before the outbreak of World War II, Europe had just experienced a terrible world war, which was World War I. Since the First World War, wars have been industrialized, killing more efficiently than ever before, and tens of thousands of people a day have been killed on the battlefield. In 1916, for example, a Maxim gun was erected every 100 metres from the German position in Battle of the Somme, mowing down the charging British soldiers like a crop, killing nearly 60,000 a day.

In four years, nearly one million British soldiers were killed. The scale of the war was beyond everyone's imagination, but when it came to an abrupt end, no one could say for what it was that we had fought so hard, suffered so much, and lost so many people.

At this point, if you're a pre World War II Brit, a guy tells you, we have to find a way to keep the peace, and with the right skills, Hitler can be placated. Another guy tells you, we have to get tough with Hitler right away, even if it means another big fight. Who would you choose to side with?

The first was Chamberlain, then British Prime Minister, and the second was Churchill. If you know the history behind it, you might not hesitate to say, of course Churchill, but if you step away from that stereotype and put yourself in a specific situation like this, you might not have an easy choice.

So, even though Hitler was expanding Germany's power, neither Britain nor France wanted another war, and eventually they agreed to appease Hitler at the expense of Czechoslovakia. At the end of September 1938, Britain, France, Germany, and Italy signed a treaty that agreed to Hitler's demands, the Munich agreement.

"I have brought a whole generation of peace, " British Prime Minister Chamberlain declared triumphantly, waving the accord from the airport on his return

Chamberlain's speech was greeted with exuberant British exuberance, with many rejoicing that a terrible war had been averted, and with denunciations that he was a warmonger, always preaching war with Hitler He's a stupid, obnoxious guy.

If you're the person in the room, how can you make smarter decisions about what to do?

If you were a Jew living in Germany at this time, and you saw the Munich agreement, it would seem that war could have been avoided. Will you be able to breathe a sigh of relief and move on with your life in Germany? Or are you going to get nervous and think about emigrating?

What you may not know at this point is that your window of choice is only a few months away.

At this point, you may realize that, in this situation, the ability to understand international politics is a matter of life and death, and that life and death are at stake. Of course, such situations are rare and unlikely to happen in your lifetime, but understanding international politics is still important to you.

Because when you make a plan for your life, you have to understand the environment you are facing and adjust your plan according to the changes in the environment. This is an essential part of a successful plan. There are all sorts of influential factors in the environment that an individual faces, and international politics is the bottom-most constraint of all the factors that affect the environment.

This is one of the basic reasons why people should study international politics. At its best, it can help you understand the changes in the world. At its worst, it can help you make a plan for your life There's a big vision, a big pattern that no one else has.


MSAF1001: Self Awareness

MSAF1001: 自我认知

Prerequisite: N/A

Who am I? Where do I come from? Where do I want to go?

No, you did not wake up from a dream. You are reading the course introduction of Self Awareness. As important as it is understand the world, it is equally important to have the internal understanding of who I am as a person. Moonshot Self Awareness course is designed to cultivate Fulfilled Individuals. Fulfilled Individuals means being a learner with growth mindset, internal-external cohesiveness and sense of self direction. Through this course, we wish to give you one map for nevigating in your inner world. Using this map, we want to send you off a journey to discover yourself and getting reading to explore wider and deeper external world.

我是谁?我从哪里来?我想去哪里?

不,你没有从梦中醒来。你正在读自我意识课程简介。了解世界固然重要,但同样重要的是要对我作为一个人的内在理解。自我意识课程旨在培养内心丰盈的个体。它意味着成为一个具有成长心态、内外凝聚力和自我导向意识的学习者。通过这门课程,我们希望给你一张在你内心世界的地图。利用这张地图,我们想送你一次探索自我的旅程,并开始阅读,探索更广阔、更深刻的外部世界。


PSYC1001: Introduction to Psychology

PSYC1001:心理学入门

Prerequisite: N/A

If we die, does the world still exist? If all our awareness and experience of the world is mapped in our brains, everything that is reflected in the mirror is the world itself. I am the world itself, and the world is me. If we can understand ourselves deeply, then we have the key to open the door to the world. Therefore the questions are, how does our brain work? What kind of laws do our thoughts and emotions follow? What is self? What is a relationship? What is fate? In this psychology class, we will systematically understand the knowledge system of psychology and enter the subject of psychology. At the same time, we will also have a first-person application of psychology by analyzing the cases in our lives. I hope that through this course, we will become the helmsman of our lives and create the lives we want.


如果我们死了,世界还存在么?如果我们对于世界一切的觉知和体验,都映射和发生在我们的大脑里,那镜子里映射出的一切,也即是世界本身,我是世界,世界就是我。如果我们能够深刻的理解我们自己,那我们手里就握住了打开这个世界大门的钥匙。那问题来了,我们的大脑是如何工作的?我们的思维和情绪又遵从着怎样的规律?什么是自我?什么是关系?什么是命运?在这门心理学课中我们将系统而真切的了解心理学的知识体系,迈入心理学的学科大门,同时我们也将通过分析我们生活中的案例,对心理学的应用有一个第一人称的理解。希望通过这一门课的学习,你我都能成为自己人生的舵手,去更好的创造我们想要的人生。


PSYC5001: Advanced Psychology

PSYC5001: 高阶心理学

Prerequisite: PSYC2001, or submission of a previous project artifact is required


This course introduces concepts, principles and research methods in psychological science with the aim of stimulating learner interest, enriching their understanding of the subject, creating opportunities for them to apply knowledge to context, and preparing them for the more rigorous AP psychology course and research projects. This course focuses on abnormal behaviors, social/group psychology, human development, individual differences, biopsychology and neuroscience, culminating in a collaborative project "escape room of a mind" where learners grapple with the complexity and relevance of applying psychology to real-world issues.


心理科学是一套强大的的工具,因其根本目的是去探索如何理解、预测、影响并改变人类行为的方方面面。我们剖析自己、剖析他人,是为了开启更高的掌控感和上帝视角,还是为了让每个人都更能获得向往的生活?本节课是AP心理学的前置课程,因此将着力于提升学生对心理科学概念、原理的兴趣、理解和应用能力。学生将学习如何从不同的心理学家视角分析“反常”行为、临床心理诊断标准、个人和群体的性格与发展规律、人与人之间的异同、神经科学、上瘾行为和风险行为的心理和生理根源,以及人们做经济与消费选择的机制。学生将在课上完成一系列以表演、辩论、串联证据形成推断等形式为核心的课程活动,并利用最后两个月的时间完成一个自主设计的“心灵密室逃脱”项目的过程中深度探索心理学到底是如何和生活结合的。


PSYC5002: Advanced Psychology with Independent Research Studies

PSYC5002: 高阶心理学与独立研究

Prerequisite: Succesful completion of Advanced Statistics course, any previous PSYC course(s) and any advanced level English course(s)


This course prepares learners interested in taking AP Psychology and/or college level courses and research studies in psychology. The course will cover the full range of topics from biological bases of behaviors, sensation and perception, cognition and more, with a focus on topics not covered in PSYC3001. Learners will also be guided through research study design, implementation, analysis and conclusion for a study topic of their choice.


本节课是心理学的高级课程,旨在培养未来的心理学家。如果你只是希望考AP心理学的话,我可以直接告诉你很容易考高分的方法,不需要花这么长时间上课啦。我希望进入这节课的学生是感兴趣作出一项有意义的心理学项目的,并希望通过这门课程来探索自己对更深入的心理学主题的兴趣、增强自己的学术能力、了解心理学中更多有意思的话题的。我更了解的主题包括:行为经济学、消费/营销心理学、临床心理学、亲密关系、人际关系与社会情感发展、性别心理与性别差异、性格与个体差异,其他的兴趣包括决策与博弈、进化计算、群体合作、成长/发展心理学、跨文化心理学等,同时,我也很愿意和你一起拓展新的兴趣领域,共同探索未知的疆界。


ECON5001: Microeconomics

ECON5001: 微观经济学

Prerequisite: Succesful completion of any course code start with SOSC or Macroeconomics

Course Syllabus:


This course introduces microeconomic concepts and analysis, supply and demand analysis, theories of the firm and individual behavior, competition and monopoly, and welfare economics. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy."


这节课不会直接教授你如何获得更多的现金,那是商学院该讨论的课程,请移步孵化器;经济学是一门社会科学,是经世济民四个字的缩写,这门学科是为了研究如何提升社会人所有人的总体幸福值而产生的学科。在这节课中,你将会学习到什么是真正的稀缺,什么是边际效应,他们又是如何被数学公式推导出来的。在这节课中,你将会开启第三只眼,经济学人的眼睛,你将会用另外一个视角来看待这个世界,很多你之前觉得不可思议的事件都会逐渐清晰。同时,这节课会帮助你更好地分析你做出的每一个决定背后的成本和收获的收益,在学习完整套微观经济学系统后,现金只不过是你收获到的附加价值。


ECON5002: Macroeconomics

ECON5002: 宏观经济学

Prerequisite: Succesful completion of any course code start with SOSC or Microeconomics

Course Syllabus:

Macroeconomics emphasizes economic principles as applied to the economy as a whole and includes an analysis of basic economic concepts revolving around scarcity, measurement of economic performance, national income and price determination, the financial sector, inflation, unemployment, and stabilization policies, economic growth and productivity, and international trade and finance.


和微观经济学不同的是,宏观经济学会更偏重于国家层面的决策。为什么没有世界通用货币,为什么会有贸易战,为什么一个人就可以让一个国家的货币失去信用?这都是宏观经济学会讲述的内容,在这节课中,你将会成为一个分析师,指点江山。


SOSC6001: Advanced Research in Social Science

SOSC6001: 社会科学高阶研究

Prerequisite: Finished at least one AP exam in Social Science Area and Got a 5 on that exam


In this course, you will mainly discover the thesis in Social Science Area by yourself. We will help you to have your own paper about this thesis. You will meet with all teachers in social science department irregularly and the final outcome will be in English.


Build on what you learned, you will be able to deeply explore a Social Science topic, problem, or issue of individual interest. Through this exploration, you will design, plan, and conduct an independent research based investigation to address a research question.


Skills you will learn

Reading and analyzing articles, studies, and other texts

Gathering and combining information from sources

Viewing an issue from multiple perspectives

Crafting arguments based on evidence

Conducting independent research

Analyzing sources and evidence

Applying context and perspective

Writing a college-level academic paper

Presenting research findings to an audience


11 Division of Technology & Engineering

We inspire all our learners to understand and appreciate the beauty of technology and engineering, we teach technology as a powerful tool to reform the natural and human society, and we equip our leaners with engineering competencies to make productions and solutions.


We believe that learners learn technology and engineering deeper when they:

Be curious, intrigued to research why and how.

Be open, ready to take other perspectives and approaches.

Be active, eager to make sense of concepts and ideas.

Be practical, willing to seek transfer of knowledge and methodology.

Be resilient, persistent to solve a problem or prove a theorem.

Be reflective, ready to learn from trials and experiments.


COMP 1001: Intro to computer science 1 -- Data and computing

COMP 1001: 计算机科学入门1-数据和计算

Prerequisite: None

This course is focusing on the value of data in informational society, analyzing the relationship between data and information, emphasizing the basic methods and skills to handle with data, developing students' IT skills to solve problems.

In this course, students can understand the value of data in information society, handle with data and apply data reasonably, mastery of basic program design skills, use digital tools to solve the problem in daily life, recognize the increasingly important role of information technology in the information society, and gradually becoming an active participant in the information society.


COMP 1002: Intro to computer science 2 -- Information system and society*

COMP 1002: 计算机科学入门2-信息系统和社会*

Prerequisite: None

This course is aimed at satisfying the needs of the survival and development of the information society, emphasizing the process and method of using the information system to solve problems, and enhancing students' awareness of information security and social responsibility.

Through the study of this course, students can understand the relationship between people, information technology and society. Students can also understand the role of information system in society, reasonably using information system to solve problems in life and study. Lastly, students should understand the impact of information security on today's society, and apply information system safely and law-abiding.


COMP 2001: Programming 1 - Frontend technology*

COMP 2001: 编程1-前端技术*

Prerequisite:Succesful completion of Comp1001 and Comp1002 or demonstrate equivalent mastery in entry test.

Students will learn 3 kinds of coding lauguege in this course: script lauguege(shell), programming lauguege(JS), markup lauguege(HTML and CSS). Students can build up their own webpage after the semester-long course.


COMP 2002: Computer Principle 1 - Computer composition and Internet*

COMP 2002: 计算机原理1-计算机组成与互联网*

Prerequisite: Succesful completion of Comp1001 and Comp1002 or demonstrate equivalent mastery in entry test.

Students can learn the basics of information theory, microcomputer composition, and the fundamentals of computer networks. Students will have the ability to DIY their own computer and solve commom problem in computer.


COMP 3001: Programming 2 - Backend technology*

COMP 3001: 编程2-后端技术*

Prerequisite: Succesful completion of COMP 2001 or mastery of any programming already.

Students will learn 2 kinds of coding lauguege in this course: Programming lauguege(Java), Query lauguege(SQL) and a very important thinking: OOD and a very popular framework: Spring Boot. Students can use some professional framework to build up their own webapp after the semester-long course.


COMP 3002: Computer Principle 2 - Algorithm and data structure*

COMP 3002: 计算机原理2-算法与数据结构*

Prerequisite: Succesful completion of COMP 2001 or mastery any programming already.

Through the study of this course, students can further understand the role of data, master the concepts, characteristics, operations, programming implementation of commonly used data structures, and have a preliminary understanding of the ideas and methods of data abstraction and data structure in the process of problem solving.


COMP 4001: Introduction to Artificial Intelligence*

COMP 4001: 人工智能入门*

Prerequisite: Succesful completion of COMP3101

Through learning of this course, students should understand the development of artificial intelligence and the concepts, to describe the typical artificial intelligence algorithm implementation process, through constructing simple artificial intelligence application module, through simple design and implementation of intelligent system of the basic process and method, using smart technology enhanced services human development sense of responsibility.


COMP 4002: Introduction to Internet of Things*

COMP 4002: 物联网入门*

Prerequisite: Succesful completion of COMP2001 and COMP2101

Through the study of this course, students can search and make use of open source hardware and relevant materials, experience the whole process of creation, design, production, testing and operation of works, preliminarily develop the ability to observe things and solve problems with the information technology discipline method, and improve the ability of computational thinking and innovation.


12 Division of Arts


Every person needs aesthetic education in order to influence their experiencing, feeling and appreaciation of beauty. Plato regarded aesthetic educationas an indispensable composite part of the upbringing or education of the free man; Herbart points out the danger of rational unilaterality in education and is of the opinion that harmony and balance in the child's personal integrity can be maintained through aesthetic culture. Arts and Aesthetic Education will focus on developing learner’s aesthetic sensation and independent learning methods of art, design , music and performance art,fostering their heightened awareness of and appreciation for all that touches out lives, which support them to be fullfilled individuals.


Learners will be immersed in a learning environment that is highly interactive and discursive and that challenge learners’ perceptions and exposes them to the culturally diversed world in which they situate their emerging practice.


Art and Aesthetics Education aims to :

introduce an understanding of the interrelationship of practice and theory, and to help leaners become informed and vonversant with relevant historcal and contemporary points of reference;

support learners in the development of a focus portfolio of work that demonstrates their technical and intellectual aptitude and their capavity for future strudy in Art and Aesthetics related majers;

establish a context that is responsive to local and global concerns and committed to active engagement and partivipation in Art and Aesthetics culture;

build confidence in leanern's abilities to present their work and to engage in discursive modes of teaching and learning through listening and interpretation.


As Arts and Aesthetic Education curriculum, we value:  

curiosity and exploration

passion and self-discvoery

open-mind and experiments

projects management

research ability

creativity and independent practice

communicaton of ideas

intergrate art with other disciplies

the opportunity to combine mind and emotion, cognition and sensory experience, analysis and intuition towards understanding the world


Learning Outcomes:

develop knowledge of art, design, music, and performance art;

demonstrate an understanding of historical and contemporary precedetns and how they relate to their developing practice;

demostrate an understanding of the principles and methods of research;

clearly articulate the intellectual and technical processes involved in the prodcution of their work

experiments with materials, processes and environmnets in order to make their ideas tangilble in practice

produce work that integrates independet thought, creativity and technique

manage their time and resources effectively in order to meet their objectives


Standards

When developing our Art and Aesthetics curriculum, standards are based on the National Arts Standards and AP Standards.

ARTS2001: Art History

ARTS2001: 艺术史

Prerequisite: N/A

You will be welcome into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, you will develop in-depth, holistic understanding of the history of art from a global perspective. You will also learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history.


Art History are recommended to everyone at MSA, the syllabus is designed based on AP Art History, but for learners who plan to join AP exams need to prepare for exams by themselves.


ARTS2002: Aesthetics of Life

ARTS2002: 生活美学

Prerequisite: N/A

open in 2021

This course is displinary compulsory course , aiming to raise learners' aesthetic sensation to appreciate the beauty of everyday life. Learners will not only be engaged with artworks and nature, but also be extended to all areas of living world. Thus, this course covers aesthestic appreciation to the beauty of nature, society, art, science, technology, to discuss different aesthetic categories. Leaners are expected not only to understand the theory and aesthetics, but also approach their aesthetic language to express their understanding towards the world through practicing different forms and materials.


Art Studio Practices

Four basic Art Studio are provided to both general and art learners: Painting Drawing and Graffiti(PDG), Comprehensive material painting Printmaking and Bookmaking(CPB), Sculpture and Installations(SI), Photography Film and Video art(PFV). By studying these courses, learners are going to be introduced to different forms of art, and experiment with many different materials. which aims to introduce an understanding of the interrelationship of practice and theory, and to help learners become informed and conversant with relevant historical and contemporary points of reference. After studying basic art studio courses, for those who plan to choose art and design pathway for future college study could join the Advanced Art Studio to prepare their projects and porfolio for college applications.



VART1001: Art Studio 1: Painting, Drawing and Graffiti

VART1001: 艺术创作1:油画、素描与涂鸦

Prerequisite: N/A

The cultivation of artistic perception and expression ability is never accomplished at one stroke. Every world-famous masterpiece includes the author's unremitting exploration in his own field. In the process of art exploration, beginners will constantly overcome the difficulties in technology and thinking, and slowly experience the power and infinite possibility of art foundation courses for future creation.


This course is open to all students who are interested in art. The course includes short-term project and long-term project. The short-term project will start from the six basic elements of painting creation to carry out a series of creative and comprehensive practices, and the presentation form of this section will be mainly painting. The short-term project is expected to lay a good technical and cognitive foundation for the following long-term projects. The two long-term projects — collaborative Graffiti and individual painting project will examine the students' comprehensive abilities (team cooperation, thinking and creativity, painting techniques and expression, work depth and completion, etc.).



VART2001: Art Studio 2 : Sculpture and Installations

VART2001: 艺术创作2: 雕塑与装置

Prerequisite: N/A


This course forsters a fundamental and experimenal approach to sculpture and Installations practice. It teaches you to value the importance of "thinking through making", and to develop an understanding of the inter-relationships between humans and objects and reflect upon people's interactions with the materials world. You will study different materials and all forms of sculptures and installations in historical and contemporary context . Through experiments and projects practice, we hope you'd find your relationships with material world and create your own art language to experess your understanding towards your innerside self and the outside world.



VART3001: Art Studio 3 : Photography, Film and New Media Art

Prerequisite: N/A

open in 2021


This course commits to deep interdisciplinarity crosses a broad spectrum including photgraphy, film and new media. You are going to learn fundamental theory, knowledge and skills of phography, film, video making, and explore a range of new media forms. It encourages you a multidisciplinary apporach and provides you opportunity to experiment, and discoer your preferred media and pathway.


VART4001: Art Studio 4 -Comprehensive Material painting, Printmaking and Bookdesign

Prerequisite: Succesful completion of VART1001: Art Studio Painting Drawing Graffiti or demonstrate equivalent mastery in entry test. 

open in 2021


This course is an advanced studio course that combines comprehensive material research with personal creative concept, student who wants to register this course is required to either finish STUDIO 1 first or to finish Grade 9. The exploration of comprehensive media will be based on the expression and deepening of personal creative ideas, and the guardian will guide students to realize and improve ideas and skills. In terms of skills, this course will include comprehensive material painting techniques, multiple printmaking techniques, book binding and design techniques. Aims to introduce an understanding of the interrelationship of practice, concept, and theory, and to help learners become informed and conversant with relevant historical and contemporary points of references.


VART5001:Art Studio 5: Project-Based Practice

VART5001: 艺术创作5: 项目实践

Prerequisite: Succesful completion of at least 2 Art studio courses( VART1001/1002/1003/3001)

The advanced art studio practice is open to 11 and 12 grades learners wo have finished at least two basic art studio courses and are going to apply for art universities. It supports learners in the development of a focused portfolio of work that demonstrates their technical and intellectual aptitude and their capacity for future college study in Art. This course covers 3 units: 3 short projects practice( 5 weeks each), 1 independent practice, and portfolio. Main learning and teaching methods are personal tutorials, lectures, workshops and critiques. Besides, you will have the oppotunity to collaborate with MSA residency artsits in one project and host your group graduation exhibition at Moonshot Gallery.


Design

all design courses are going to open in 2021

DESI2001/4001: Visual Communication Design

open in 2021


This course offers you different forms of design areas:graphics, font/typography design, illustration, packging design, poster design, symbol design, etc, and develops you an understanding of core deisgn skills and knowledge, like design principles, issues, theory, methodologies, processes, technolog and practice, through practical workshops, solfware inductions , lectures and projects. Learners will be engaged with princiles of social, political, commercial and industrail debats and put social engagement at the heart of their work, to develop thier roles as designers, authors and citizens.


DESI2002: Fashion design and textile

open in 2021


This course is designed for anyone who are interested in fashion , garment making or textile. It teaches learners improtant research and analysis methods and ideas development for creative solutions and concets, alongside strategic design and manufacturing garments. You will learn basic knowledge about fashion business, fashion media, fashion design and textile throuth practical workshops, lectures, projects, and industrial visits.

13 Courses Offered by Other Departments

Aspirations Center

DEVE3001: Leadership Course

DEVE3001: 领导力发展

This course is an advanced course for learners who are willing to learn more about communication skills, team management skills, social awareness, and self-awareness. The course is best for learners who had leadership experience before.

The course will be taught with “ADLS+ERAF ” model which includes: Activity - Debriefing - Leadership Story - Extended Reading - Action - Feedback&Review process. We evaluate the learning performance based on how well learners used what is learned into real-life problems.


Well Being Center

DEVE1001: Well Being Course

DEVE1001: 品质生活课

Well Being Course is an immersive learning process that induces psychosomatic development in learners. The course involves simple biofeedback for physical and mental developmental iteration. The course includes Nutrition, Training, Cardiovascular Health, Mental Health and Recovery as units.


MSA Featured Course

MSAF1002: Systems Thinking

MSAF1002: 系统思维

Why do we keep destroying the environment even though we all know how important it is? In Floyd's case, what "invisible hand" could have caused his death? In the last semester's IP team collaboration, why many of the team collaborate more and more inefficiently? In this lesson, you will find that these problems do not happen by chance but are caused by the underlying systems. This course will not tell you the answers to these questions directly but will provide you with methods to explore these problems. By learning the course, you'll learn how to analyze and represent the interactions of different elements in the system, understand how the system leads to consequences, and what I can do as a member of the system to intervene the system. In general, systems thinking will provide you with a thinking tool kit that will help you to analyze, understand, and intervene the complex problems.

14 Course Attendence Policy

Learners are expected to attend all of their scheduled classes. Attendance policies are left to the discretion of instructors. Instructors should give notice of their attendance policies in writing early in the term. 


Excessive absences, as determined by the instructor, may result in a reduction in grade or a failing grade, and will be brought to the attention of the learner by the course instructor. Chronic late attendence, early leave, or absences may also violate MSA convension and it is learner's responsbility to bear conresponding consequence.


While attendance is not always a part of a course grade, due to the nature of many course assignments, in-class skill building activities and group projects, if a learner fails to attend most class sessions, the learner may be asked by the course instructor to withdraw from the course and the grade of this course will be shown as "W" (Withdrawal).


15 Assessment & Grading Policy


Assessment Philosophy

A systematic assessment system is a critical component of a rigorous academic system. MSA is featured with a comprenhensive assessment system based on formative assessment and supplemented by summative assessment. In order to better demonstrate students' academic achievements and competency development, MSA adopts a dual grade record method which combines MTC and GPA.


GPA Grading Policy

a. Grading Methods and Rules

Course grades are documented at the end of each semester.

Course grades are documented in Letter Grades.

The final score of one course is determined by the result from in-progess evaluation (class performance, quiz, homework, papers, attendance, mid-term exams, etc.) and final exam. The class instructor has the discretion to decide the proportion of in-progress evaluation, final, and other assessment items.

Based on different assessment methods, course grades are recorded in the form of A+, A, A-, B+, B, B-, C+, C, C-, D+, D, F, or in the form of P and F. In principle, the number of learners receiving A- and above should not exceed 30% of the total number of learners enrolled in the course, and the number of learners receiving F does not exceed 10%. If the number of people with A- and above reaches 40% or above, or the number of people with F reaches 15% or above, they must be approved by the lead teacher of the corresponding disciplinary group and the head of Academic Department. If 30% of the number of learners in the course is less than one person, the maximum number of learners receiving A- and above may be one or the grade may be recorded in the form of P or F.

b. Grade Point Average (GPA) and Cumulative GPA


Only letter grades are calculated towards GPA.

Course GPA = Course Grade * Course Credit

Cumulative GPA= Total Course GPA  / Total Course Credit


c. Grade Management


Grade Entry: Teachers complete score entry within 5 working days after the last day of teaching each semester. Scores will be reviewed by curriculum center and transcripts will then be printed and distributed within following 5 working days.


Change of Grade: Students can submit a grade appeal to learning module within 15 working days after transcripts are issued. Learning modules will assist the course teacher to query the student's original data and notify the learner of the appeal result within another 15 working days. Learning module respect teachers’ evaluation of the student's curriculum performance. Each course teacher reserves the right of final interpretation of student's original data. In principle, grade changes are made for operational problems such as raw data entry errors, letter grade entry errors, and grade point calculation errors. If changes are to be made, the course teacher needs to fill in the application form for change of results and submit it to the head of the subject group as well as the person in charge of the learning module for review. After the approval and signatures, the change can be carried out.


Grade Weighting: High-level course grades will be weighted on the original grade point. If students take Advanced courses (courses with a course code starting with 5) and received an AP score of 4 or 5 will be weighted by 1 point on the original grade point.

 

d. Others


The raw data of each course can be viewed by the students themselves and their parents. The original data for each semester is retained for three years starting from the end of the semester.


This regulation is interpreted by the school office and the learning modules.


16 MTC Grading Policy

a. Grading Method and Rules


Course grades are documented at the end of each semester.


Course grades are documented in the form of developmental stage. All competency development can be divided into the following four stages, as shown in the table below. The performance of each stage of different competencies can be referred to the rubrics of MSA Competency Model.

The final grade is determined by the competency development status demonstrated in the milestones as well as in daily learning. Among them, the competency development status demonstrated in daily learning accounts for 20%, and that demonstrated in the milestones accounts for 80%.


The competency development demonstrated in daily learning is evaluated by course teachers on a monthly basis. Both daily learning and milestone assessments are based on Continuous Assessment. It means that if there is a missing score in any assessment, there is no final score.


There is no limit to the number of people in different development stages of the same competency in the course, but the teachers need to strictly follow the rubrics of competency model for objective evaluation.


Within one semester and for the same competency, each new grade will replace the previous grade within one course. The median of the different grades given for the same competency by different courses in the same semester will be documented in the personal competency model. Within one semester, the result of the yearly defense will replace the previous course grade. In a three-year period, the graduation defense result will replace the yearly defense results and will ultimately be documented in the personal competency model.


b. Grade Management


The “Grade entry” and “Change of grade” terms in part one apply to this section. MTC grades are unweighted.


c. Others


All terms in “Other” in part one applies to this section. 



17 School Level Exam & Standardized Testing for College Entrance

School Level Exam

Measures of Academic Progress (MAP)

MAP is a web-based adaptive academic test developed by the Northwestern Assessment Association. MAP has extensive database analysis support, with approximately 4.5 billion test questions, and is used by nearly 10 million students in more than 140 countries around the world. Moonshot Academy uses MAP as a monitoring tool for learner’s mathematics learning progress. The MAP transcript will provide learners and teachers with a wide range of data including learners' recent development areas and global rankings. In grades 9-11, the MAP Math, Reading and Language test will be held three times per academic year, at the beginning of the first semester, at the beginning of the second semester and at the end of the second semester.


Test of English as a Foreign Language (TOEFL)

The TOEFL test is a mandatory test for most English-speaking universities. Moonshot Academy requires each learner to take at least one TOEFL test in each year between 9 - 11th grade. The test results will directly affect the learners' participation in the selection and activities at Moonshot Academy. For those who have a TOEFL score of 100 or above, they can apply for an exemption.


X. Academic warning and academic probation policy

Learner progress reports are reviewed by grade counselors and administration. Learners who fail to achieve a satisfactory standard of academic achievement at the middle of each semester may receive an academic warning letter and if the learner does not make any improvement after receiving the academic warning letter. The learner will receive a letter at the end of the semester placing them on academic probation for the next semester.

Academic probation last for one semester. Grade counselors hold meeting with learner during the academic warning and probation period to provide clear communication and an opportunity to work together toward academic improvement. In addition to grades, criteria for consideration of academic probation include a review of attendance, attitude, academic honesty and commitment to studies at MSA. 

Academic probation is viewed as a time when the student, grade counselors, teachers, parents and the Principal develop and implement a plan that will lead to improvement in the learner's academic progress.

If there is no appropriate improvement by the end of the probation period, a learner may be asked to leave MSA.


18 Academic Integrity

A definition of academic integrity


Honesty is the foundation of good academic work. To act with Academic Integrity is to produce schoolwork that is authentically your own, while also acknowledging the contributions and ideas of others.


Academic integrity extends beyond the classroom setting. Learner must be honest and accurately represent the origin of all of their work. This includes, but is not limited to: college or application essays, presentations in school meetings, or other competitions and activities outside of the traditional academic context.


Responsibilities of School Community


Learners responsibility

complete all assigned work with integrity;

seek clarification from teachers about questions related to the process of completing an assignment or assessment;

encourage peers to pursue their academics with integrity


Class Instructor responsibility

provide guidelines for working on assignments and assessments with integrity

check and monitor student work for academic integrity

report to the theme leaders any violations of the policy and follow through on consequences

model proper citation of sources used in the classroom


School Leadership Team responsibility

publish the Academic Integrity Policy in the student handbook;

consult with teachers to make informed decisions

enforce consequences for policy violations in a consistent and transparent manner

communicate dicisions with teachers, students, and parents in a timely manner;

record and maintain confidential records of policy violations


Parents responsibility

read and understand the Academic Integrity Policy;

support the school’s core values and Academic Integrity Policy;

support the decision of administration regarding consequences if the policy is violated;

ensure that when helping with assignments, the work remains the student’s own;

encourage open communication with teachers and counselors on any academic issues.


Academic Malpractice


Academic Malpractice includes but is not limited to:

Copying homework (including allowing others to copy from you);

Cheating on assignments, quizzes or any other kinds of tests by giving or receiving questions or answers

Using unauthorized materials (e.g. calculators, cell phones and other electrocities) to complete an assignment or exam

Plagiarism:

Borrowing the work or ideas of another person without giving them proper credit whether or not the source copied has been published. One gives proper credit by citing the original source in a way that is recognized as a legitimate citation. 

Using outside sources such as tutors, paid organizations or the Internet to complete assignments in part or in whole, write papers or produce projects for you and submitting as your own without acknowledging and/or citing their work.

Re-submitting your own assignment/paper that has been previously submitted for another class without consulting with the teacher.


Conequences of Academic Malpractice


Incidents of academic malpractice will be reported to the Head of Academic Department and recorded into the students's internal report (Dashboard). In collaboration with the teacher, decisions made regarding consequences will be consistent with this policy and communicated to student and parents.


Classroom related incidents:


In the first instance of academic malpractice, the coach will meet with the student to discuss the importance of academic integrity, and the incident will be recorded in the student’s internal disciplinary record as a first offense. If the incident is connected to formative work, the work may receive an “IE - Insufficient Evidence”. In all cases, the teacher will determine how the student can demonstrate their learning in an alternative way. If the incident is connected to a summative assessment, the assessment may receive an “IE” or failing grade and the work (or parts of the work) may no longer be used as evidence for learning. In all cases, parents will be notified of the incident.  


A second incident of academic malpractice may result in up to a two day in-school suspension and an “IE” or failing grade (depending on if formative or summative) will be recorded. In addition, a parent conference will be held with the theme leaders and the incident will be entered into the student’s internal disciplinary record.


A third incident of academic malpractice will result in an out-of-school suspension and a failing checkpoint grade for the grading period in the class. In addition, a conference will be held between the student, the parents, the Principal and grade counselors, regarding the student’s continuing enrollment at MSA. The incident will be recorded in the student’s internal disciplinary record and if asked for or required on application materials, must reported on the student’s secondary school report sent to colleges and universities.


Incidents outside of the classroom:


Incidents of academic dishonesty will be reported to learning module supporter and entered into the student’s internal disciplinary record.


The incident will result in an out-of-school suspension for a minimum of 3 days, a mandatory parent conference with the Principal and grade counselors, and a review of the student’s continuing enrollment at MSA.


A mandatory “Incident Report” will be sent to the College Board, and if asked by the post-secondary institution, will be reported on the student’s secondary school report sent to colleges and universities.


MSA Lifestyle

05 生活手册

01 志趣发展中心
志趣发展中心为学习者提供多样的、以合作为前提的、素养本位的体验,具体包含但不限于志趣探索体验、社会服务体验、竞赛参赛机会、兴趣社团体验、领导力课程等,以促进学习者形成并逐渐完善一套属于自己的志趣探索心法,以应对未来人生和未来世界的无限可能。
02 什么是兴趣、乐趣、志趣?
兴趣是让你好奇的东西,让你觉得可以尝试一下。兴趣被快乐地强化以后,就会成为乐趣。乐趣会让你在其中获得快乐,也让你可以快乐地进入其中。志趣会让你在其中找到自己的价值,让你觉得你可以投入一辈子。
年轻的时候,你应该凭着好奇尽可能多地尝试和体验一些自己感兴趣的领域和工作,慢慢地在其中寻找到自己感到乐趣的几个,然后自己专注于投资其中的一两个。最糟糕的往往是年轻的时候你看什么都想做一辈子,等你年老的时候,你还总是什么都只能做一阵子。
03 为什么探月要培养兴趣志趣?
志趣是取得成就的根本动力。
多参加培养兴趣爱好的活动,会遇见志趣相投的伙伴。
修远。指向未来的理想与人生抱负,培养未来发展所需要的品质和精神。
04 探月提供哪些兴趣志趣探索体验?
  • 社团活动 
  • 社会服务体验 
  • 国际性赛事 
  • 志趣探索体验 
05 初入探月,如何上手社团?-第一次选社团

学习者初入探月的第一个学期,需要在所有注册社团中加入一个自己最感兴趣的社团,成为团队成员,参加社团活动,为社团发展贡献自己的一份力量。所有注册社团会在每个学期统一安排时间进行社团展示,对探月内部进行招新。

每个学期初,都会有最新注册社团的名单公布。学习者在每个学期都可以重新选择自己本学期要加入的社团。每个学习者每学期至少加入一个社团活动,作为毕业要求。学习者在探月学习和生活时间达到一个学期之后,即可有机会建立新社团。

06 第一次参加社团活动
  • 第一次加入社团,需要了解社团的主要活动内容是围绕什么议题展开的,以及日常主要活动都有哪些,还有对于时间的需要和安排。不同社团会有相应的社团管理制度,请熟悉了解相应制度对于不同内容的安排。如果违反了制度很可能会被社长强行退社哦。
  • 每个社团每周至少活动2次,以确保社团的活动进度。不同的社团因为计划不同可能会要求有更多的活动时间,有时候周末也会活动哦。具体情况以社团的要求为准。
  • 每个社团在每个学期都会有一个比较大型的项目进展推进,可能是参加比赛、项目发布、活动举办、产品发布等相关内容。第一次参加也可以多了解一下这部分的计划。
07 第一次成立社团
怎么成立社团
  • 每个学期初「兴趣发展中心」会更新探月学院的注册社团名单
  • 填写注册社团表格提出申请,经社团管理委员会协商一致通过后,即可成为探月官方注册社团
  • 社团成立需要以下几个条件:
    • 明确一位社团Leader领导者
    • 完成 社团注册表
    • 通过社团管理委员会审批
    • 社团要保证每个学期期末有一个大型的Milestone,可以是参加比赛、赛事承办、活动承办、项目发布、产品发布等形式
    • 需要明确是否需要资金、指导教师等相关支持
  • 社团管理委员会会结合:社团Leader的综合表现(学术成绩、德育情况等方面)、社团类别的发展是否可以促进更多学习者的兴趣和志趣发展、现阶段学院资源调配情况等方面进行评估。
  • 为未通过社团注册的社团可在与社团管理委员会成员协商后,修改社团发展方向,再次进行注册
08 社团Leader的职责
  • 日常社团管理,包括社团学期计划、日常会议记录、Milestone策划和执行、参加超级社团评选等
  • 参加兴趣发展中心的社团管理会议和其他相关活动
  • 社团人员管理,包括考勤情况、社团成员发展等内容
  • 其他等涉及探月对外的场景下对于探月学院的品牌维护
  • 其他社团事件的落实情况和最终负责人
  • 积极参加领导力课程等相关课程提升带领社团发展的能力
09 成为社团Leader会对我有什么提升?
  • 提升跨学科学习的思维模式和执行方式。
  • 为未来承担更大的责任做好准备。
  • 更好的解决未来人生会遇到的挑战。
  • 为升学添上浓墨重彩的一笔。
  • 遇到人生的至交好友。
10 志趣发展中心为社团提供什么支持?
  • 平台支持:在满足相关平台的内容标准与要求下,注册社团可申请使用探月学院官网、社交媒体账号作为自己早期的宣传平台。
  • 资源支持:社团支持中心将会定期整理对项目发展有益的社会资源及相关渠道,社团Leader将会定期得到通知,可申请相关资源注入社团发展。
  • 资金支持:我们会结合社团发展情况为社团的项目提供部分的资金支持。
  • 场地支持:中心可支持社团申请举办活动、会议所需场地。
  • 运营支持:学院内展示墙,展示板以及其他可展示空间,都可以申请支持社团日常的运营活动。
11 关于最佳社团评选

每个学期的最后一个月都会有针对本学期的最佳社团评选。

具体超级社团评选规则会有不同的方向,如“社会影响力社团” “社团团队凝聚力社团” 等符合探月发展方向的最佳社团类型。具体评选标准以最终发布结果为准。

12 社会服务项目

我们期待学习者除了自身内心丰盈以外,还具备高度系统观和同理心的,是有能力落地解决方案的行动者。其中积极行动的公民需要学习者拥有万物一体的系统观,知晓自己的每一份思考与行为对世界都具有实实在在的影响;深刻理解且积极面对人类文明所遭遇的大大小小的真实挑战;基于以上认知,付出有效行动,以至知行合一。

 

志趣发展中心提供的各类社会服务类体验,都会从各个方面支持学习者达成以上目的。

 

探月学院社会服务主要基于学院发展方向围绕多种主题展开,并根据服务时长不同分为短期服务项目以及长期社会服务项目。

13 都有哪些社会服务项目?

1.探月内部有很多机会。比如每学期在课程开始之前,课程老师都会发布招募助教的信息。探月社区内学习面临的大小问题都会通过共建会的形式体现,学习者可以积极参加,让探月社区变得更好。除此之外,学院对外的大小活动也经常会招募一些志愿者,学习者们都可以报名参加。当然,我们更期待学习者可以自己发起有利于探月社区发展的服务活动!


2.加入探月比较久的学习者也会有一些自己坚持一段时间的社会服务类项目,他们也经常会在探月内部招募新成员参与。比如目前已知的,比如有王若卿同学的Doctor Panda项目(为非洲小伙伴捐帐篷预防疟疾的公益活动)。


3.志趣发展中心老师会发相关机会推荐。探月学院每学期也会和一些公益机构合作,共同设计一些公益项目,供大家参与,并且了解一些社会机构是如何把公益落地的学习机会。


4.欢迎从社会其他渠道加入。除此之外,社会上还有很多机构、专业人士在关注的社会议题,有些甚至已经形成了一定规模,有固定的服务模式。我们非常建议学习者在有甄别力的前提下,可以多参与更多理解社会,服务他人的项目。

14 如何认证社会服务项目?

第一步,在开启项目之前需要填写申请表,审核通过后即可开展行动。申请表内容包括:对于服务对象的调研,对于自己成长的期待等内容。

第二步,服务结束后填写反思表,反思表提交通过后即可计入社会服务时长。反思表内容以自我反思,项目回顾等内容为主。短期社会服务项目填写一次反思表即可。长期社会服务项目需要每个月填写一次反思表。

15 国际性赛事

我们鼓励一些学习者在一些领域发现了自己的特长后,可以更多的走出探月的小圈子,走向更大的舞台,参与国家级、国际性的赛事,与来自世界其他地方的学习者共同合作、比拼,擦出更多火花。

过往的学习者参与过哪些比赛?
2019-2020年探月学习者们组队参与了China Thinks Big比赛,获得了全国前6名的好成绩!

我们如何支持?
1.提供相关信息:定期发布赛事信息和资源库;邀请相关承办方和往届参与者分享相关经验
2.专项支持:每个学期会结合探月发展阶段和特色选择一些竞赛给予专业指导,邀请指导老师进行支持
3.与升学中心和教练配合,找到匹配学习者发展的竞赛进行个性化推荐

16 志趣探索体验

我们相信好的“志趣”一定符合:你擅长的事情、你享受的事情、世界需要的事情和别人会付钱请你做的事情的四条标准的。除了通过不断与人合作,与社会接触逐渐找到自己擅长和享受的事情之外,志趣发展中心还提供了一系列其他帮助理解职业信息和世界发展趋势等相关体验。

我们可能会提供的机会?
志趣探索咨询体验:专业的青少年志趣规划师提供的咨询服务,通过一些小活动还有深度访谈等形式帮助学习者探索更多自己的志趣!
职业故事分享:我们会邀请一些学习者比较感兴趣的行业从业者,分享他的工作见闻,当然最重要的还有他作为一名长期从业者总结出的职场心法。
未来职业研究报告:我们会与一些机构合作,共同解读未来职业岗位需求的报告信息,以便学习者面向未来探索志趣。

17 志趣中心相关要求
社团:每位学习者每个学期必须参与(或发起)至少一个社团,作为正常参与教学的硬性要求;
社会服务:每位学习者须于毕业前(3年)完成至少达到300个小时时长的社会服务;
国际性赛事:学习者可以根据自身兴趣爱好选择适合自己参与的国际性赛事,参与情况不做硬性要求;
志趣探索体验:中心非常建议学习者积极参与志趣探索相关体验,以增加对于自身和对于社会相关方向的理解,参与情况不做硬性要求。
18 身心发展中心
身心发展中心是为了给探月学院的学习者和教工团队持续改善身心健康体验。中心的初始目标是为了帮助学习者在日常生活中有更好的表现,专注于让学习者养成更好的习惯。品质生活中心将运用生理心理健康的数据来支持和提供给学习者们更明确的体验。并且中心也会教授健康知识。
19 身心发展体验 - A

A. 品质生活课程
品质生活课程为期16周,在此期间将带领学习者学习关于健康和人为表现各类课程。品质生活中学习课程的标题有:

  • 营养学及表现
  • 康复及表现
  • 心理健康及表现
  • 心血管健康及表现
  • 运动及表现

首要条件
学习者参与课程需要满足以下具体要求:

  • 课前老师家长见面会
  • 学习者需要使用心率监测器来测量心率(心率变异率)


20 身心发展体验 - B

B. 体育课程

体育课程是为期为16周应用课程,在此课程中我们带着学习者学习身体健康的各方面知识。

此课程包括:

  • 体能
  • 身体活动
  • 有氧运动

上课频率

此类课程为三次一周,学习者需要至少每周参加一次体育课。 

首要条件

学习者参与此课程需要满足以下具体要求:需要学习者签署一个对身体或心理任何接触活动不敏感的同意书。

21 身心发展体验 - C

C.社会情绪发展课程

社会情绪发展课程是为期16周的应用课程,每次研讨会都会围绕一个主题来让学习者了解和提高在多方面社会心理学的认知能力与表现能力,与探月素养模型紧密相连。

研讨会的课题包括:

  • 成人礼
    • 性别认知
    • 自我身份认同
    • 情感、吸引与亲密关系
    • 大脑发育、荷尔蒙、冒险与上瘾机制

  • 触摸情绪、欲望与焦虑
    • 情感与表达
    • 情感的自我修养
    • 面对欲望与焦虑
    • 焦虑的自我修养

  • 从对抗到拥抱:建立持久关系的黄金法则
    • 沟通的艺术
    • 信任公式
    • 谈判专家:“软“实力
    • 咨询原理:跨越关系中的路障

  • 心理学与艺术
    • 用艺术理解他人
    • 用艺术理解自己
    • 借助艺术沟通
    • 借助艺术疗愈 

上课频率

研讨会每周举办一次,学习者要求每月至少参与一次社会情感发展课程。

首要条件

学习者参与此课程需要满足以下具体要求:需要得到学习者家长支持其参与社会情感发展课程的同意书。

22 身心发展体验 - D

D. 特定运动课程

将开展特定的运动训练,例如:篮球,曲棍球,羽毛球和飞盘。在这些课程中,专注于提升学习者特定的运动技能,这类课程与体育课程同步进行。运动项目的选择基于学习者的兴趣爱好。

 

上课频率

此类课程为一周两次,学习者需要参与两次课程。

23 身心发展体验 - E

E.对学习者的个体支持
个体支持是为学习者及其周围的关键人物所提供的服务,这些人员可以自愿也可以由学院管理者推荐参与。整个流程通常包括以下阶段:

  • 明确个体需求
  • 数据采集
  • 分析
  • 给出建议
  • 执行

根据需求和情况,这些阶段可能会涉及到学习者、教职工、教练、年级辅导员和家长。通过这个过程,我们还将确定是否需要来自外部的专门专业协助

首要条件
学习者需要满足以下条件:
需要家长签署支持学习者参与此心理学课程的同意书。

Interdisciplinary Project and Team Coaching System

06 跨学科项目与团队教练制度

01 什么是跨学科项目

所谓“跨学科项目”,不是为了要把哪些学科融合在一起而人为设计出来的项目,而是指要跨越具体学科的局限性,从真实世界中的挑战出发,为了解决实际问题而成立的项目。

 

与考试解题不同,实际问题往往是界限含糊不明,充满约束和限制,还有各种难以预料的意外,而应对方法更是可以千变万化。而能解决实际问题的能力,就是我们经常所说的“高分低能”里的那个“能”,也是21世纪的人才最需要的能力,更是探月素养模型中“积极行动”部分的核心。

 

为了帮助学习者们发现和应对实际问题,并在更大的格局和视野里看待这些问题,我们基于人类命运共同体和联合国可持续发展目标,每年确定5大年度主题。每个主题配有一名主题长,帮助学习者更加的清楚定义问题,以及提供更多专业和资源方面的支持。

 

目前开设的主题有:

  • 生态文明与气候行动
  • 个人健康与公共卫生
  • 人工智能与高端制造
  • 基础科学与地球故事
  • 人类社会与世界秩序

02 什么是团队教练

每个项目组配备两名指导老师,我们称作“团队教练”,有时也简称“教练”。与体育赛场上的教练类似,教练既要为整个团队的胜利出谋划策,又要为每个队员设立训练目标。团队教练通过与设立项目目标以及每个队员的成长目标,并定期检查进度的方式,促进每一名学习者的成长。

同时,我们也大量借鉴了企业教练的一些工作技巧,如倾听、提问、画像等等,促进教练们可以深度的了解学习者的真实需求和发展区间,能帮助学习者设立更加科学合理的目标和计划。

College Counseling

07 升学与生涯指导

01 升学发展中心提供的体验
探月学院升学发展中心以支持学习者进入适合自己的大学和专业,并进行合理的规划为工作目标,支持学习者探索未来的发展方向,讲述自己独一无二的成长故事,为探月学习者及家庭提供生涯探索与升学规划方面的课程与咨询。
02 升学与生涯工作坊

每月为所有学习者开展升学工作坊,帮助学习者了解海外大学申请的过程和选拔学生时所参考的因素,解决学习者升学中的共性疑问及挑战。

内容:

  • 申请过程:引导学习者充分了解海外大学申请过程和选拔学生所参考的因素;
  • 申请要素:引导学习者了解标化考试、学术课程、课外活动、心理状态、跨文化素养在海外升学语境中的角色以及大学对这些方面的基础性期待要求;
  • 申请计划:引导学习者掌握普遍性的升学常识,知道如何基于自己的真实兴趣和目标积极制定自己的大学升学路径和行动方案,选择并定位适合自我发展及目标达成的学校,并最大程度利用校内外资源发展自己的大学入学基本素养。

形式:

  • 以讲座形式进行;
  • 利用学年组周会的时间举办升学工作坊;
  • 每个学年组学习者都需要全程参与相应学年的工作坊。
03 定期一对一约谈

通过一对一的定期升学咨询约谈,指导所有学习者发展自己的大学的升学路径,申请时间线,指导学习者为自己的大学申请做合理规划与前期准备,并在过程中基于学习者专业的指导与建议。

 

内容

  • 路径规划:指导学习者学习者能够发展自己的大学的升学路径,申请时间线,清晰地认知海外大学录取标准及如何合理规划做前期准备(标化考试、学术准备、课外活动)
  • 申请策略:指导学习者完成大学调研,指导如何收集与整理信息,指定自己的目标大学名单;
  • 学术规划:根据学习者兴趣及升学目标引导学习者进行合理的选课计划及标准化考试备考计划;
  • 活动规划:推荐学习者参与在升学中有竞争力的校内外活动,协助社区生活引进相关资源并推荐给学习者;
  • 申请指导:引导学习者了解如何用合适的方式向大学推荐自己,指导学习者进行文书及简历写作和大学申请表格的填写;
  • 心理疏导:从心理健康层面,引导学习者增强压力管理和多任务管理的能力;
  • 诚信与真实:引导学习者了解并能够践行升学中的诚信和真实性。

 

产出

经过一学期的升学约谈,学习者的产出是【个性化升学方案】,升学指导将在第一次约谈时将升学方案的框架模板发给学生并进行讲解,【个性化升学方案】内容包含:

  • 基于升学目标,标化考试,选课安排,活动(社团,夏校,个人项目等校内外活动)安排的大学申请流程的清晰时间线
  • 基于升学目标,对不同类型标化考试的清晰认知选择出最适合自己情况的考试选课门类的深度与广度的高中选课方案,参与课内外活动的种类,数量,深度的认知,及获得相应活动资源推荐;
  • 基于升学目标的初步院校探索方法和选校名单(由升学顾问推荐院校)

 

频率与形式

  • 9/10年级:学生每学期至少2次;
  • 11年级:每学期至少3次。
  • 在开学初的学年组周会上,升学指导老师将会发出升学一对一约谈报名表,所有学习者都需要报名。
  • 学习者升学进度落后,升学指导会直接与学习者沟通,且告诉年级组长,如果学习者持续状态不佳年级组长介入

参与者

  • 学习者本人与升学指导老师;
  • 学生家长每学期至少出席一次一对一升学约谈;
  • 特殊情况下邀请学习者的年级组长参与。

04 择校亲历体验

通过访校,参与大学展college fair以及与目前就读大学本科或者本科毕业生的“过来人”学长学姐交流,获得大学的一手信息,形成对大学的具象认知,深入了解目标院校,为升学择校做出更加理性,适合自身现状及发展目标的判断。

 

大学访校

  • 访校内容:每学年至少访校一次包括与招生办招生官正式的Info session以及campus tour, 升学中心将组织寒假或暑假的访校,每次访校至少6-8所学校,访校名单根据学生升学目标院校意向及大学开放时间进行安排。
  • 访校频率:每学年1-2次
  • 访校时间:寒暑假
  • 访校参与者:有意向的学习者(以10、11年级学生优先,每次约15-20名),升学指导,年级组长或校办人员
  • 访校产出:每个学习者产出每所学校的访校笔记与心得,在访校后与升学顾问迭代新一版的意向大学申请名单

 

大学展会

  • 大学展内容:参与大学来京公开活动,从招生官处详细了解大学的申请信息、概括;升学指导中心与大学建立沟通,介绍探月;学习者向大学介绍自我获得招生官的联系方式。
  • 大学展频率:每学期1-2次由升学办公室通知及组织(如在假期或周末,升学办公室将发出通知,学生与家长自行报名参与)
  • 大学展时间:春季、秋季、夏季(具体日期根据当年的情况确定)
  • 大学展参与者:有意向的学习者,升学指导,年级组长(可选1-2次参与)
  • 大学展产出:每个学习者产出一份大学展参与心得与意向学校名单及原因,与升学指导沟通下一步与大学进一步邮件沟通,介绍自我的方案。

 

“过来人”大学介绍

  • “过来人”大学介绍内容:通过与目前就读大学本科或者本科毕业生的“过来人”学长学姐交流,深入了解每所大学的学术特点和生活环境,优化选校名单。学习者还可以与“过来人”学长学姐进行关系建立,在升学路上获得学长学姐的指导。
  • “过来人”大学介绍频率:每学期3-5位“过来人”来到探月学院进行分享。
  • “过来人”大学介绍时间:平均每1-2月一次
  • “过来人”大学介绍参与者:有意向申请该学校/专业的学习者
  • “过来人”大学介绍产出:每位学习者产出一份介绍会参与心得笔记

05 学习者升学时间线
06 升学方向不同角色的原则与责任

学院将基于每个学生的发展特点以及升学目标提供完备的自始至终的升学规划。

 

原则与责任如下:

 

学校

  • 申请季前,升学指导中心将为每位学习者提供个性化的升学路径规划,包括选课建议,标化考试时间线,课外活动建议等升学中关键要素,并根据学习者不断变化的实际情况进行相应调整。
  • 申请季中: 升学指导中心将为每位学习者提供选校、申请材料准备、文书指导,引导学习者在申请中真实地展现最好的自己;根据学习者的在校实际情况提供一封推荐信;在申请结果公布后,引导学习者理性确定入读院校。
  • 申请季后:升学指导中心将为学习者进行大学选课及校园文化的工作坊培训。

 

学习者

  • 为确保学习者在申请前为升学最好充分准备,学习者需要尽最大可能参与每一次的一对一升学约谈与相应年级的工作坊及访校、参与大学宣讲会等升学相关的活动。
  • 本着诚信升学的原则,学习者需保证申请材料与信息的真实性(不填写虚假信息或夸大真实情况);升学指导会引导学习者进行文书头脑风暴以及文书质量把关,但是不会代替学习者书写文书或者填写申请表格。
  • 为确保申请的顺利高效进行,学习者最晚需要在11年级下学期开始与升学指导进行大学择校的沟通与文书写作,逾期升学指导将无法给予约定时间外的额外指导
  • 为确保升学中心在申请中为学生提供高质量全方位的支持,学习者的申请院校须在与升学指导的沟通后确定,如果在学习者申请的学校中有申请前没有告知升学顾问的,因为推荐信提供系统的时效性,升学顾问将无法在最后一刻为学生临时书写该校的推荐信。
  • 为确保为每位学生提供公平高质量的升学指导,升学指导中心将不会在工作时间外与学生及学习者家庭进行额外沟通。


家长

  • 家长每学期需出席至少一次一对一升学约谈(远程也可以);
  • 学校不鼓励学习者家庭找校外升学中介机构,如果家庭需要升学中介介入请提前与升学指导沟通获得升学指导的建议,避免不当决策给学习者带来的升学损失;如学习者决定升学中介介入,在中介建议与升学指导建议冲突时,升学指导可以不协助学习者执行中介的升学规划。

Information Technology System

08 信息技术系统

01 信息技术系统

探月的信息技术系统包括网络及移动应用、校园信息技术设备、和其他信息技术资源。信息技术系统的目标是让学习者和教师更方便、高效地进行日常教学和研究活动,同时赋能高复杂和创造性的教育活动。探月的学习者应熟悉信息技术系统的使用方法和规范,并有责任和义务协助维护信息技术系统的正常工作和安全。同时,探月学习者也有机会参与进行信息技术系统的设计、开发和升级工作。

02 网络及移动应用

Office 365 教育版

简介:Office365(有时也简称O365)是由微软提供的现代化效率工具集,是大家日常学习生活中最常用的软件系列之一。

其中最常用的有文稿编辑三件套Word、Excel、Powerpoint,邮箱与日历Outlook,笔记工具OneNote,以及每个人有1TB空间的云盘OneDrive。

其中Outlook是必要使用和掌握的信息交流和协同工具,学院的重要通知一定会通过邮件的形式下发,要养成每天至少检查一次邮箱的习惯。 

如何使用:

可以指直接访问Office365的官方网站使用网页版本的软件,也可通过正规渠道(官网下载,或联系IT支持老师)获取个平台的客户端版本。

Office365需要使用被探月授权的账号登录,才可以体验所有功能。

官网链接:www.office.com

 

特别提醒,Office365和Office是由微软发布不同的产品。如遇到无法登陆的情况,请先确认是否在正确的平台上使用。

 

Passport

简介:Passport又名探月通行证,是探月官方提供的信息门户网站,同时也是唯一的网络身份验证中心。通过passport可以快速的跳转到绝大部分已经开通的信息系统中。其它系统也在陆续接入中。 

使用方法:Passport可以使用学号和密码登录,也可以通过Office365进行快速登录。同时支持账户与QQ、微信进行关联,方便快速访问。

链接:passport.moonshotacademy.cn

 

Dashboard

简介:Dashboard,数据看板。每位学习者都会有一个自己的专属页面,在探月的学习、生活中的各项可监测数据都会被定期汇总到Dashboard,以便客观的进行自我反思和目标管理。

功能:Dashboard的数据项会随着校园活动的开展陆续更新,其中包含的素养发展,能力模型,里程碑反馈等是大家需要重点关注的内容。

 链接:dashboard.moonshotacademy.cn

 

在线学习平台 - Canvas LMS

简介:Canvas LMS是美国Instructure公司旗下的一款学习管理系统(Learning Management System / LMS)产品。该产品被很多知名大学和教育机构如康奈尔大学、天普大学、亚利桑那州立大学等采用作为学习管理系统。探月目前使用Canvas LMS作为在线和混合式学习平台,主要用于课程大纲和内容的承载、作业布置和提交、在线评估等。此外,社团和其他学生团体也可使用Canvas LMS作为教育内容承载、知识沉淀等的技术解决方案。

 

功能

  • 课程相关:
    • 支持学习者查阅教学大纲及课程设置以便了解课程内容及进度安排。
    • 支持学习者查阅或检索教学内容及教学资源如参考文献、扩展阅读等。Canvas LMS可显示文字、超链接、图片、视频等形式的教学内容,也可承载附件形式的文档上传。
    • 支持教师布置作业并设置提交期限。
    • 支持教师对学习者进行分组。
    • 支持学习者互相展示作品并对进行交叉审阅和讨论。
    • 支持学习者对自己的作品进行反思和自我评价。
    • 支持教师对学习者评定成绩、提供回馈。
    • 支持班级或小组讨论。
    • 支持评分簿下载,供教师对学习者进行期末总评并进行反思。

  • 项目相关:
    • 可支持项目制教学与内容、作业、评定相关的环节。例如:
      • 支持翻转课堂教学设计的第一环节,即学习者通过在线学习平台独立学习课程内容。在之后的第二环节,学习者进入课堂同教师和其他学习者一起进行侧重动手、互动和协作的学习活动。
      • 即使课程没有明确的内容,教师亦可以通过教学大纲计划项目进程和里程碑,学习者亦可在学习平台提交、展示作品并取得反馈。

 

链接:https://lms.moonshotacademy.cn/

 

企业(校园)微信

功能:主要满足考勤、请假等日常事务性的或流程性的需求。具体使用办法,参见其它相关章节。

如何使用:学院会提前收集大家申请微信所使用的手机号,为大家开通账户,届时到App Store中下载应用即可。

03 校园信息技术设备

校园公共无线网络

在探月校园范围内,学习者可以使用探月专属的千兆光纤无线网络进行学习和个人通讯。

账号密码:另行通知

 

校园公共计算机

探月将提供若干公共计算机供教职员工和学习者在校园范围内使用。公共电脑的位置、数量和使用办法另行通知。

 

打印机

探月将提供云打印机供教职员工和学习者在校园范围内使用。打印机的位置和使用办法另行通知。

04 其他信息技术资源

除以上提到的软、硬件资源外,探月的信息技术资源还包括:

 

  • 用户(学习者、学习者家长、教职员工)在使用中产生或衍生的数据和软、硬件资源;
  • 任课或社团指导教师为开展教学活动以个人名义购买的软、硬件资源;
  • 学习者或家长为开展学习活动以个人名义购买的软、硬件资源;等等。


如教师、学习者或家长以个人名义购买软、硬件资源并在探月使用,购买者拥有该资源的所有权。在校园范围内探月可以对此类资源的使用进行安排并加以保护。详细办法如下:

05 校园信息技术使用安全管理办法

  • 学习者必须严格遵守我国使用信息技术的各项相关法律法规,包括但不仅限于:
    • 计算机信息系统安全保护条例;
    • 计算机软件保护条例;
    • 信息网络传播权保护条例;
    • 网络安全法。
  • 学习者必须严格遵守探月学院【校园信息技术使用安全管理办法】以及【学习者行为规范】的信息技术相关部分,合理、规范、安全地使用信息技术硬件、软件和数据资源。
  • 信息技术中心是学院总体信息技术安全工作的责任主体,学院各部门是本部门的责任主体。各部门主要负责人是本部门的第一责任人,任课或社团指导教师是本课程或社团的第一责任人,学习者是本人行为的负责人。
  • 按照“谁主管谁负责、谁运维谁负责、谁使用谁负责”的原则,学习者有责任及义务协助教师、信息技术中心和其他教职员工保障校园信息技术的机密性、完整性和可用性。
  • 学习者不得利用校园信息技术资源进行与学习活动无关或危害网络信息安全的活动,不得利用资源进行经营性活动,不得将资源出售、转让或泄露。
  • 探月是网络及移动应用和校园信息技术设备的所有者,可以全权解释资源的使用办法。学习者必须服从探月的安排。
  • 其他信息技术资源的所有者不一定是探月,但在校园范围内同样受到本《办法》的保护。

Emergency response plan

09 突发状况应急预案

01 突发状况应急预案

为有效应对突发事件,妥善处置校园安全事故,最大限度地防止或减少意外事故对广大师生可能造成的危害和损失,保障师生员工的身体健康和生命安全,维护学校正常的教学秩序和校园稳定,根据《学生伤害事故处理办法》、《中小学安全工作暂行规定》等有关法规文件,结合本校实际,特制订应急预案。 以下为学生版内容:

应急预案包含应急小组成员、应急程序、常见安全事故预案示例。

02 突发事件现场应急程序

  1. 校园突发事件发生时,第一时间应选择自救和自我保护。
  2. 立即联系在校教师,启动安全应急预案。
  3. 责任人与任课老师指挥学生疏散或现场应急处理。
  4. 报告学校领导,应急小组对受伤师生进行自救或送往医院救治。

03 常见突发事件

  • 校内伤害事件
  • 校外人员滋扰事件
  • 紧急疏散踩踏事件
  • 校园欺凌事件
  • 突发火灾险情
  • 突发交通事故
  • 突发自然灾害
  • 突发食物中毒

04 学生校内伤害事件处理程序

  1. 发生斗殴事件后,年级组长、教师、学习者干部和校警要立即制止,并报告学校值班领导,学校值班领导要迅速到达现场并及时通知家长。无法制止的,学校值班领导要立即拨打110报案。
  2. 及时送被打伤的学生到校医室治疗。校医室不能治疗的,及时送人民医院或中医院或拨打120。
  3. 发生重大打架事件,造成严重伤亡的,立即报教育局和公安机关。
  4. 学校应定期召开学生、职工大会,对安全提出要求,邀请公安部门讲法制课,增强师生的法律意识。
  5. 经常对学生宿舍进行检查,发现棍棒、管制刀具的给予没收,并查明原因,严肃处理。
  6. 发挥主题长、管理员、学习者干部的作用,深入细致地开展学生工作,发现学生之间的矛盾及时处理

05 校外人员滋扰事件处理程序

学校大门实行封闭式管理,师生凭校卡出入校门。严格执行来访登记制度,防止坏人进入校园滋事。


06 校内紧急疏散事件处理程序

  1. 发生紧急事情时应立即组织疏散和扑救工作。
  2. 维持现场秩序,教师要将疏散线路告知每一位学生。
  3. 学生要对教学楼安全疏散技术作学习和宣传,上下楼梯靠右行,不拥挤,防止踩踏挤压等不安全事故的发生。
  4. 教师平日应对学生上下楼梯故意打闹等不良现象给予制止,防止拥挤堵塞现象的发生。
  5. 上课期间,教学大楼的所有大小门都要打开,一旦发生拥挤踩踏或者火灾等问题,便于及时有效地疏散。
  6. 要建立放学时间错峰制度或列队下楼制度,寄宿生晚修要有老师全程陪同和管理。
  7. 应急小组工作人员要熟悉、防范措施和器材位置及使用,熟悉紧急疏散路线,并组织好紧急疏散,及时发现和排除区内的安全隐患。
  8. 楼梯发生踩踏等安全事故时,所在教师要及时组织疏导,防止事态进一步扩大,并马上报告学校领导。

07 突发交通事故的措施

  1. 各年级组长要经常在班内对学生进行交通安全宣传教育,提醒学生进出校园和经过马路要注意交通安全,特别是对走读生经过马路要经常提醒,防止交通事故的发生。
  2. 教职员工如遇学生在校外马路发生交通事故,要及时拨打电话(110)报警,对发生伤害的学生进行紧急处置,对肇事车辆进行记录,第一时间打电话给校医和120医院,派车将受伤学生送往最近医院救治,还要报告给学校领导、班主任和家长。
  3. 学生一旦在马路上发生交通安全事故时,学校教职员工都要负责地保护好现场,电话报警,通知交通警察到现场勘察。
  4. 一旦发生交通事故,经过现场的教职员工要对学生做好疏散工作,保证交通的畅通与安全。
  5. 跟校车的教职员工,要督促学生放学和上学时间维持进出校门程序,对违反交通安全规定的学生进行批评教育,对不听从教育的学生及时报告给相关的年级主任进行处理。
08 突发火险时的措施

  1. 发生火险时应及时扑灭,使火险消灭在萌芽状态。
  2. 如不能及时扑灭,要立即报告值班领导,并通知周围的教职员工共同救火。
  3. 楼内发生火灾时应立即打开所有大门、电灯或应急灯。
  4. 值班人员和各部门负责人要在最短时间内到达现场,组织学生疏散,并视情况决定是否拨打119。
  5. 小火险扑灭后,要向学校领导汇报;比较大的火灾,在组织抢救的同时,要立即报上级部门。
  6. 上课期间一旦发生火情,发现老师要及时报告学校领导,并负责组织做好疏散等工作,还要马上组织人力抢救;要及时切断电源和火源,防止火势的进一步蔓延。
  7. 在出现紧急情况的时候,在场的教师和领导要注意按照应急疏散指示、标志和图示进行合理正确的疏散学生。
  8. 在出现火情等事故时,要及时通知学校有关人员在最短时间赶赴出险的地点。
  9. 要学会正确使用消防设备,及时扑灭火灾。
09 学生活动安全应急预案

  • 凡组织50人以上活动的学生或老师,均要向分管运营的副校长报备并填写《安全预案申请》,未经审批的活动不准进行,谁违章组织活动谁负全责。
  • 《安全预案申请》包括活动的时间、地点、内容、目的、人数、组织者、安全措施、疏散方案等。
  • 活动组织者要对活动的安全工作全权负责。
  • 活动组织者要向参加活动的师生,讲明具体的安全措施及疏散方案,把安全教育放在首位。
  • 体育活动前,由体育教师讲清运动前的注意事项,大型体育活动前,要对参加活动的师生,进行好安全教育。
  • 凡大型活动应安排医务人员到场,以便紧急救护,并要求班主任跟班,维持活动的秩序。
  • 凡全校性活动,申报的《安全预案申请》要经运营副校长审批。
10 预防传染病应急预案

  1. 学生或教职工一旦出现非典、风疹、流脑、麻疹、流感等传染性疾病,应及时就医并向学校请假,不得带病上学、上班。经医院诊断排除传染病后才能回校上课、上班;  
  2. 如一个班级中有同时五人以上发烧或一个宿舍中同时有三人以上发烧,应启动预警机制,加强监控,如多个班级出现类似症状,应立即向科教局、当地卫生所和疾控中心报告。
  3. 学生或教职工在校内出现传染病,要及时启动应急预案,在领导小组的统一安排下,要求传染病者立即戴防护口罩、手套,到学校隔离室休息,并由学校安全管理人员或卫生保健老师立即通知疾控中心。疾控中心给出初步意见后,按医嘱立即通知出现传染病症状学生的家长,由家长陪同去医院,家长不能到校的,由老师护送去医院(护送人员按医嘱或穿好防护服,戴口罩、手套)。如果是本校教职工出现传染病,也要求戴防护口罩、手套,由医生初步检查后,是传染病立即转传染病医院并通知其家属,家属不能到校的由校医护送去医院(护送人员都要穿好防护服,戴口罩、手套)。  
  4. 在校内发现传染病的学生或教职工,学校应急小组领导立即亲临现场指挥,在第一时间内立即通知疾控中心,按医嘱利用学校隔离室进行隔离观察,并由学校安全管理人员或卫生保健老师马上打“120”电话,送定点传染病医院诊治。  
  5. 学校对传染病病人所在班级教室或办公室及所涉及的公共场所进行消毒,对与传染病人密切接触的学生、教职工进行隔离观察。防止疫情扩散,迅速切断感染源。  
  6. 传染病人在医院接受治疗时,禁止任何同学、同事前往探望。  
  7. 如传染病烈性感染,应请示疾控中心及科教局决定是否实行全校停课。并采取一切有效措施,迅速控制传染源,切断传染途径,保护易感人群,具体做到:①封锁疫点。立即封锁患者所在班级或所在办公室,暂停学校一切活动。停止校内人员相互往来和与外界往来,等待卫生部门和科教局的处理意见。如校领导已隔离,由中层干部等组成临时班子,负责处理日常工作。待疫情解除后,校领导班子开始工作。 ②疫点消毒。对学校所有场所进行彻底消毒。此项消毒可请防疫站操作,消毒结束后进行通风换气。③疫情调查。学校密切配合疾控中心进行流行病学调查,对传染病人到过的场所、接触过的人员,以及患者的家庭成员、邻居同事、同学进行随访,并采取必要的隔离观察措施。  
  8. 学校领导发现传染病人后,迅速向全体师生公布病情感染源及其采取的防护措施,让广大师生了解情况,安定人心,维护学校稳定,树立战胜传染病的信念。