建立海嘯預(yù)警系統(tǒng)、為白血病患兒的母親募款、幫助小學(xué)畢業(yè)生向初中學(xué)習(xí)生活過(guò)渡、在打工子弟學(xué)校教授英文……7至9年級(jí)學(xué)生將他們對(duì)氣候變化、性別平等、教育公平、社會(huì)可持續(xù)發(fā)展等現(xiàn)實(shí)問(wèn)題的觀察和思考落實(shí)到本學(xué)年的數(shù)十個(gè)PFC項(xiàng)目當(dāng)中：

8年級(jí)的王瀟儀、郭笑晴、許曦元、李嘉琦關(guān)注女性的困境。在北京Happy School里，她們看到白血病患兒媽媽的生活處境艱難，就決定幫助她們售賣(mài)自制的手工藝品，籌集善款分擔(dān)孩子的治療費(fèi)用。

幾位學(xué)生在啟明星幼兒園、團(tuán)結(jié)日和地球日3次組織義賣(mài)，向大家講述這些母親的故事，得到了大家真誠(chéng)的支持，籌集到很多善款，幾乎成為年度數(shù)額最大的學(xué)生籌款項(xiàng)目。

鄒宇霆和陳泊序也來(lái)自8年級(jí)，關(guān)注教育公平問(wèn)題。他們的目光落在打工子弟學(xué)校安民學(xué)校。他們希望以學(xué)生喜歡的方式教授安民學(xué)校學(xué)生英文，帶領(lǐng)他們做更多的體育鍛煉。

鄒宇霆和陳泊序多次前往安民學(xué)校，把英文和籃球運(yùn)動(dòng)融合在一起?！拔覀儙е蠹揖毩?xí)投籃，沒(méi)投中的學(xué)生就要來(lái)找我學(xué)英文單詞。我們還組織籃球賽，背單詞最多的學(xué)生可以?xún)?yōu)先挑選隊(duì)員組隊(duì)?！彼麄冋f(shuō)，“項(xiàng)目結(jié)束時(shí)，大部分同學(xué)都能記住我們教給他們的單詞，我們認(rèn)為既定的目的達(dá)到了?！?/p>

“今年P(guān)FC的獨(dú)特之處在于，我們能夠看到，學(xué)生以自己的熱情提出各種極具創(chuàng)意和原創(chuàng)性的想法。這種主人翁意識(shí)對(duì)于培養(yǎng)內(nèi)在動(dòng)力和促進(jìn)終身學(xué)習(xí)非常重要！”社會(huì)創(chuàng)新副總監(jiān)李恬美評(píng)價(jià)。

在PFC項(xiàng)目中，學(xué)生們探索自己真正關(guān)心的問(wèn)題，并培養(yǎng)同理心、協(xié)作能力、抗壓能力、創(chuàng)造力和毅力等社會(huì)創(chuàng)新者需要具備的品質(zhì)。學(xué)生們也學(xué)習(xí)到進(jìn)行訪談、設(shè)計(jì)調(diào)查問(wèn)卷、提出有效問(wèn)題，利用反饋來(lái)完善和改進(jìn)想法的方法。我們的PFC導(dǎo)師引導(dǎo)學(xué)生系統(tǒng)性地深入思考如何為周?chē)澜缣峁┯幸饬x的問(wèn)題解決方案。通過(guò)這些學(xué)習(xí)，學(xué)生們認(rèn)識(shí)到，與解決表面現(xiàn)象相比，消除問(wèn)題的根源能產(chǎn)生更大的影響。于是，學(xué)生們運(yùn)用不同的工具和技術(shù)，挖掘問(wèn)題的根源，提出更有影響力的解決方案?！?/p>

——小學(xué)英文教學(xué)指導(dǎo)兼社會(huì)創(chuàng)新項(xiàng)目課程協(xié)調(diào)員Rebecca Fezekas

談到親身觀察到的學(xué)生的進(jìn)步，PFC導(dǎo)師Bita老師說(shuō)：“學(xué)生們因?yàn)殛P(guān)注同樣的問(wèn)題、而不是彼此是朋友聚在一起，所以他們要學(xué)習(xí)團(tuán)隊(duì)合作，都有領(lǐng)導(dǎo)力的鍛煉。這些學(xué)生對(duì)解決現(xiàn)實(shí)問(wèn)題的貢獻(xiàn)不一定很大，但是課程給了他們反思現(xiàn)實(shí)問(wèn)題的機(jī)會(huì)，讓他們相信自己有能力改變世界，但就是PFC課程的意義！”

Establishing a tsunami warning system, fundraising for mothers of children with leukemia, assisting elementary school graduates in transitioning to middle school life, teaching English at schools for the children of migrant workers– the list goes on and on. Through the Projects for Change (PFC) this academic year, 7th to 9th-grade students have implemented their observations and reflections on real issues such as climate change, gender equality, education equity, and social sustainability into dozens of projects for PFC.

In 8th grade, Aurora Wang, Gwyneth Qian, Tia Xu, and Doris Li focus on the plight of women. At the Happy School in Beijing, they witnessed the difficult living conditions of these mothers and decided to help them sell their homemade handicrafts to raise funds to cover their children's treatment costs.

These outstanding students organized three charity sales at Daystar Early Learning Center, Unity Day, and Earth Day. They shared the stories of the mothers and received sincere support from everyone, making it one of the largest student fundraising projects of the year.

Daniel Zou and Tim Chen, also in 8th grade, focused on the issue of education equity at Anmin School for children of migrant workers. They aimed to teach English to the students in a way they enjoy and engage them in more physical activities.

Daniel and Tim visited Anmin School multiple times, integrating English lessons with basketball activities. "We practice shooting together, and students who miss have to come to me to learn English words. We also organize basketball games where the student who memorizes the most words can choose teammates first," they said. "By the end of the project, most students have learned the words we planned for them, and we believe our goal has been achieved."

"What was unique this year is that we were able to see a wide range of highly creative and original ideas emerge from the students’ own passions. This sense of ownership is really important in cultivating intrinsic motivation and fostering lifelong learning." commented Temily Tavangar, Deputy Director of Social Innovation.

Through this course,students were given time to explore issues they truly care about and develop the qualities of a social innovator including empathy, collaboration, resilience, creativity, and perseverance. The students also learned important skills such as how to conduct interviews, create surveys, generate effective research questions, and use feedback to refine and improve ideas. Our PFC facilitators guided students think systemically and deeply about how they can contribute meaningful solutions to the world around themthrough lessons on impact and root cause analysis. Through this learning, students developed the understanding that solutions are most impactful when they address the root cause of an issue rather than just the symptoms.They then used different tools and techniques to uncover the underlying cause of an issue to propose more impactful solutions. "

——Rebecca Fezekas,

Elementary School ELA Instructional Coach/

Social Innovation Curriculum Coordinator

Speaking about the progress she observed in her students, PFC mentor Ms. Bita said, "Because students come together not as only friends but as peers focusing on the same issue, they have to learn teamwork and exercise leadership. These students may not make significant contributions to solving systemic real-world problems, but the course gives them an opportunity to reflect on real issues, and believe in their ability to change the world. That is the significance of the PFC curriculum!"