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最近有个小观察：听说我们家娃在的上海法国学校，学生人数突然“蹭蹭”地往上涨。别的国际学校可能还在为招不满学生头疼，这边却是“生意”红火。怎么回事呢？难道大家看了巴黎奥运会后，集体被法国人的“松弛感”感染了？你看那些法国运动员，冠军照拿，但个个状态轻松，仿佛时刻都在说：“人生嘛，开心最重要。”
对比一下，国内的卷王小伙伴们，每天埋头刷题到深夜，身心紧绷，连喘口气的时间都没有。学习成了“任务模式”，小朋友们的兴趣爱好被无情抹杀，哪有时间去探索世界的美好？再加上互联网的诱惑，一头扎进视频里解压也就不足为奇了。
而国际学校(尤其是法国学校)最大的不同，是鼓励学生有更多的“松弛感”和探索精神。你会发现，这里的孩子们对不同文化的包容性极强，课堂上有时能见到“百家争鸣”的场景，谁也不急着追求唯一正确答案，谁也不会轻易judge你。社会本来就是多元的，解法当然也可以千奇百怪。学习，讲究的是一个“Trial-and-Error”，多试错才能真掌握。
说实话，法国学校这种“松弛感”一开始让我有点担心。毕竟，我自己从小就是个学霸，总想着怎么激励孩子也走上“学霸之路”。可惜的是，我越是想激励她，焦虑的反而是我自己，孩子呢？完全不为所动。于是，我意识到，每一代人确实不一样，过去那种高压激励的方式对现在的小朋友似乎不太灵了
如今，我已经逐渐放下了“鸡娃”的执念，转而试着用松弛感来安慰自己。这是一种接受现实的方式，也是一种自我救赎。既然事情不在我的掌控范围内，那我也只能学会放松，跟随孩子的节奏，接受她独特的成长路径。毕竟，逼得太紧反而容易适得其反，而这种“松弛感”，或许才是平衡我们这一代父母焦虑情绪的最佳方式。
或许在AI时代，我们更需要培养的是具备软实力的孩子们，尤其是那些不会被机器轻易替代的能力，比如沟通能力、创造力和批判性思维。毕竟，未来需要的不是标准化的答案，而是有创意、有想法的人才。即便不选择国际学校，也可以借鉴他们的教育理念，让孩子们在轻松的环境中，发现和发展自己的独特天赋。所以说，教育这件事嘛，“松弛感”未尝不是一条通往未来的康庄大道。毕竟，能拿冠军的孩子，通常也是笑得最灿烂的那一个，不是吗？
文 | Caroline Liang
上海法国学校是个EuroCampus， 学校的特点之一是法国学校和德国学校共享同一个大校区，共用校车资源，两个校区的学生每天一起上下学， 一起使用公共资源区（如田径足球场， 室内运动管，球类和攀岩设施，以及游泳池等）。法国学校的班级设置上也有些独特之处，比如有法英双语班、法中班，以及偏重法语的纯欧洲班。
我女儿所在的班级是国际班，也就是法英班，中文课程每周只有两个小时左右。小朋友一开始觉得中文很难并有点排斥，我原本更注重她的英语学习，小时候有段时间我坚持跟她用英文交流，但发现她的英语已经不错了之后，我就开始把重心放在中文上。后来，她的中文口语表达变得还不错，但对掌握汉字有些排斥。
有趣的是，虽然我一直在禁止小朋友过多的看视频， 也在她的iPad上设置了屏幕保护时间， 但是她总有办法破解，孩子后来迷上了小红书上的一些视频，因为有中文字幕，她慢慢通过这些视频学会了大量汉字。看了几个月后，她的中文水平突飞猛进，特别是Z时代的网络用语和偏现代的表达上，甚至有时比成年人还溜还高级。这让我意识到，学习语言的环境和兴趣驱动远比死记硬背更有效。这也是意外的惊喜。
另外，学生群体多元化，有欧洲、美国、加拿大的孩子，也有不少中国学生。在这样一个多语言、多文化的环境中，语言不再只是考试的工具，也不是死记硬背单词，而是日常生活中的一部分， 是人与人之间沟通的桥梁。
在学校的playground 和楼道里，随时会碰到说英语、法语、德语、西班牙语以及中文甚至粤语的小伙伴。这种语言学习的浸润式体验让孩子们觉得多学一门语言是一件自然而然的事情。想想看，如果你多掌握一种语言，就多了一扇通向世界的门，多了一个可能成为朋友的人。相对于传统的应试教育，国际学校这种开放的语言环境，不仅让孩子们毫无压力地学会了多种语言，也让他们更容易理解并接受不同文化的差异和多样性，这对于培养全球视野和沟通能力至关重要。
今年9月份开学， 我家娃开始上7年级，学校规定初中学生需要选择再学一门外语。她曾认真咨询我们半天，讨论到底该选西班牙语还是德语。其实，选语言这事儿，背后还有一番“家庭小辩论”。我和她爸当时建议她选德语，毕竟德国是“欧洲第一大经济体”。 另外和德国校区的孩子们天天同一个校车，德语小伙伴遍地跑，这么好的德语环境，学起来绝对事半功倍！可惜我们俩的建议，最终被她无情“pass”了。她的理由也很简单直接：德语的使用范围太小，感觉除了德国人说，其他地方用得并不多。而西班牙语呢，全球分布广，学校里懂西班牙语的小伙伴更多，学起来还能有更多交流的机会。于是，西班牙语成了她的最终选择。其实想想也挺合理的，西班牙语作为世界第二大语言，说的人遍地都是，实用性杠杠的。虽然我当时觉得德语有“环境优势”，但这孩子有自己的小盘算：学个“全球通用语”更靠谱，毕竟以后不管走到哪里，总能碰到说西班牙语的人。
选择再选学哪门语言的这个过程，我们其实是在和她讨论世界格局和全球视野。这种讨论本身就让孩子开始思考：为什么选择这门语言？它在世界上的地位和作用是什么？对她未来的影响又是什么？这种思考其实是非常宝贵的。通过讨论这些问题，孩子会慢慢意识到学习语言不仅是为了应付考试，更多的是为了更好地理解世界、融入全球化的环境。而这些思考过程，也让她开始学会从更广阔的视角来看待自己未来的选择和机会。这种对全球视野的探讨，最终会在她的成长过程中起到潜移默化的作用。
再说到AI时代，有人可能会觉得不再需要学习语言，只要有翻译工具就能走遍天下。但个人我认为，如果想出海闯荡，语言不通可是寸步难行。说白了，英语就是全球通行的钥匙，卷还是得卷的。最重要一点，真正有效、有感染力的沟通，永远离不开对语言背后文化的深刻理解。机器可以翻译词汇和句子，但它无法理解不同文化之间的微妙差异，更无法在交流中传递出那些源自文化认同的情感和细节。因此，尽管未来技术或许能替代一些简单的翻译工作，但语言背后代表的文化碰撞和深度沟通，是机器永远无法替代的。
Early Scientific Education: How International Schools Spark Curiosity
Take my daughter, for example—since the first grade, she’s been exposed to various scientific topics, from the behaviors of emperor penguins in Antarctica to the mysteries of the nine planets. She’s practically a little scientist at this point! She loves to observe documentaries on CNN or Discovery, analyzing penguin behaviors and survival tactics in extreme conditions. She can even explain the composition and characteristics of each planet. This early introduction to science taps into her natural curiosity and thirst for exploration. Kids naturally have a head full of “why” and “how” questions, and science provides the answers they crave. The school encourages children to step out of the classroom, observe, experience, and discover for themselves. This hands-on learning not only builds their interest in science but also fosters independent learning skills.
In contrast, Chinese elementary schools largely focus on language and math. Classical Chinese texts and abstract math concepts can be hard for kids to digest. When these knowledge points aren’t fully understood or mastered, constant drilling often forces children to learn without developing an interest in the subjects. Science courses are not systematically introduced until middle school. By then, many students have already lost their desire to explore due to the “spoon-fed” learning method. Without the opportunity to engage in simple and exciting experiments, discussions, or hands-on exploration during their elementary years, students might end up seeing science as a “nightmare” of formulas and theorems rather than a tool to unlock nature’s mysteries.
The key to early scientific education lies in creating a space for children to observe and explore, allowing them to grasp complex phenomena through direct experiences. Kids are naturally curious, and nurturing their instinct to explore is far more effective than simply pouring information into their heads. Once their curiosity is fully engaged, learning becomes less of a burden and more of an exciting pursuit. If this process doesn’t start in elementary school, waiting until middle school to introduce science may be too late—students might permanently lose interest in this fascinating field, driven away by fear and pressure too early.
拿我们家娃来说吧，从一年级开始就接触各种科学知识，什么南极帝企鹅的习性、九大行星的奥秘，简直就是小科学家的节奏。她会自己观察CNN或者Discovery记录片里的企鹅的行为，还能详细描述这些生物在极端环境中的生存方式，甚至能说出每个行星的构成和特征。这种早期的科学启蒙，完全符合孩子们天生的好奇心和探索欲。小孩子的脑袋里总是装满了“为什么”和“怎么回事”，而这些“为什么”就需要通过科学探索来解答。学校鼓励孩子们走出课堂，去观察、去体验、去发现，这样的学习方式不仅让孩子们对科学充满兴趣，还激发了他们的自主学习能力。
相反，中国小学的课程设置大多还是围绕语文和数学。语文中的文言文、数学中的抽象概念常常让孩子们难以消化，特别是在这些知识点还没被孩子们完全理解或掌握时，就开始频繁地刷题，往往会让孩子们在没有兴趣的情况下强行学习。科学类课程则要等到初中才系统化地引入，但到了这个阶段，很多孩子已经被“填鸭式”的学习方式磨去了探索的欲望，甚至对科学心生畏惧。因为他们在小学阶段没有机会通过简单有趣的实验、探索和讨论来建立对科学的基本兴趣和理解。到头来，科学对于他们来说不再是探索自然奥秘的“工具”，而是充满公式和定理的“噩梦”。
其实，科学启蒙的关键就在于从小给孩子创造一个观察和探索的空间，让他们通过直观的体验来理解复杂的现象。孩子们天生好奇，探索未知的本能比起强行灌输知识要有用得多。等到他们的求知欲被充分激发出来，学习就不再是负担，而是他们自己主动去追求的目标。如果这个过程没有从小学阶段就开始培养，等到初中再接触科学，已经为时晚矣——孩子们对这个充满魅力的学科，可能会因为过早的畏惧和压力，永远失去兴趣。
国际学校和中国学校在教学方法上的区别，其实就像两种完全不同的“打怪升级”模式。中国学校的老师更多是“灌输型”，知识就像流水线上的产品，学生只要努力接住、背熟，考试拿高分就算升级成功了。但问题是，这种方式虽然有效率，却很容易让孩子只停留在“记住”层面，理解和运用的部分没跟上。
而国际学校呢？它更像是“探索型”的玩法。老师不会直接告诉你答案，而是通过互动、提问、甚至是“丢问题”让学生自己去寻找解决办法。课堂不再是“死记硬背”的战场，而更像是个大家一起开脑洞的地方，鼓励孩子们大胆思考，主动出击。这种模式不仅让孩子们在学习知识的过程中更有参与感，还让他们学会了如何提出问题、解决问题。
这两种方式在AI时代的影响就显得尤为明显了。AI的确可以处理大量的信息，记忆、计算样样行，但它不擅长的是那些需要创造力和灵活思维的事情。而传统的灌输式教育模式，侧重的正是硬实力（Hard skills)——知识的掌握和应试技巧。但问题是，未来的世界不会只需要“背书达人”，机器可以取代这些机械化的工作。
相反，国际学校通过探索式、试错（Trial-and-Error）这种学习方式，培养了孩子们的软实力(soft skills)——比如说好奇心、批判性思维和创新能力。试错教育特别有意思，它让孩子们不再怕犯错，反而通过不断试错找到新方法。这不就是我们常说的“大胆试，错了也没事”？因为在过程中他们学会了适应变化，解决复杂问题，而这些正是AI无法做到的。
未来的赢家，不是那些“记住最多知识”的人，而是那些能快速适应变化、提出新想法、找到新解决方案的人。而国际学校的这种教学方法，正是为孩子们打开了面对未来挑战的多元大门。对比起来，传统的灌输式教学，虽然能帮助学生应对考试，但在应对快速变化的未来时，可能就会有点吃力了。
总之，国际学校通过探索、互动、试错的方式，不仅仅是在教孩子如何学习知识，更是在教他们如何在AI时代保持创新和灵活应变的能力。而这些，才是未来世界真正的“打怪升级秘籍”。
释放创意：国际学校如何让艺术与众不同
Unleashing Creativity: How Art Thrives in International Schools
Art is one of the highlights of international schools, especially in French schools where the artistic atmosphere is ever-present. Even if you’re not particularly into art, walking around campus, you’ll find that the vibrant graffiti, thoughtful color schemes, and student artwork displayed on the walls subtly enhance your sense of aesthetics. Every student participates in various collaborative art projects, where they’re encouraged not only to paint or do crafts but also to get creative with sustainable materials. Items like cardboard, old fabrics, and even recycled plastic become unique pieces of art in the hands of the students, producing designs that are truly eye-catching.
This type of art education isn’t about teaching students to simply “draw realistically,” but rather about guiding them to express themselves through color and design. Whether they’re creating art installations or painting murals around the school, students learn how to combine colors and develop a sense of beauty. Over time, this subtle cultivation of aesthetic sense becomes evident in their everyday lives—they develop a keen eye for style, whether choosing clothes or decorating their rooms. For example, take a look at the lavender track design at the Paris Olympics—the harmonious color scheme gives the whole venue a unique and pleasing aesthetic. The simple choice of color alone was enough to create a memorable, beautiful space.
In comparison, art classes in Chinese schools tend to focus more on technical skills like sketching and perspective—important, of course, but possibly lacking the creative freedom found in international schools. While students may achieve precision in their work, they might miss out on the bold imagination and deeper appreciation of beauty that international school art programs cultivate. By exposing children to a variety of artistic projects and approaches, international schools encourage them to break out of rigid frameworks and truly unleash their creativity.
国际学校推崇项目式学习
International schools emphasize project-based learning (PBL)
International schools emphasize project-based learning (PBL), where students work on projects either individually or in teams. For instance, starting from third grade, my daughter has been assigned projects that require research and presenting her findings through PowerPoint. One time, she was tasked with designing a 10-day trip along the U.S. West Coast, including creating a budget, choosing cities to visit, and planning daily itineraries (e.g., deciding whether to travel between cities by plane or car). She even had to use TripAdvisor to check flight prices and map out routes, ensuring that each day had a detailed itinerary, whether in San Francisco or Los Angeles. Since she underestimated the time and effort required, she ended up starting the night before, and we worked together until 4 a.m. to finish it. The presentation needed to include the itinerary, route plans, information about attractions, flight prices, and an overall budget. This project really tested her ability to organize and manage complex tasks—far more detailed than anything I’ve ever planned myself!
In comparison, students in Chinese schools don’t often encounter such comprehensive project-based assignments. A neighbor’s child of the same age once asked, “Why do you spend so much time on your PPT?” For them, completing a PPT assignment might take only five minutes, without even bothering to change the template, since their teachers don’t place high expectations on design or content. As a result, they don’t need to spend much time on it.
For students in Chinese schools, a PPT is often just a formality, with little need for extensive research or deep inquiry. The focus is different. In contrast, international schools place a higher value on the quality of the PPT, including both content and design, and even grade students on their presentations. This tests a range of skills, and every project feels like a major undertaking. When it comes to group projects, students must also collaborate with team members, discussing and dividing tasks—a process that can feel quite “troublesome.”
One time, my daughter expressed frustration during a group project, saying she preferred to work alone because she felt her teammates were slowing her down. As her mother, I reminded her that in real life, almost all projects require teamwork. Working on projects isn’t just about learning facts; it’s also about developing leadership, coordination, and persuasion skills. International schools foster these soft skills through projects, offering a miniature version of the real-world workplace experience.
国际学校推崇Project-based learning（项目式学习）， 项目有单人的， 也有team work的。 比如，我女儿从三年级开始就有拿PPT呈现的项目式的作业了，而且这些作业需要做大量的research。有一次，她们被要求设计一个十天的美国西海岸之旅，需要制定好预算，要选择游览哪个几个城市，然后去计划每一天的行程（Itinerary )，从一个城市到另一个城市是坐飞机还是开车，甚至要去TripAdvisor查航班和价格，规划路线，无论是旧金山还是洛杉矶， 每天都要有详细的安排。因为小朋友轻视了这个项目所需的时间和精力，她直到最后一天才开始，结果我和她一起搞到凌晨四点才完成。呈现的PPT上要有行程、 线路、景点/参观项目的简介、 机票航班和价格信息以及大概的预算等， 这种作业真的是太考验孩子的综合能力了， 我自己根本没做过这么详细的旅行计划， 真是把我难倒了。
中国学校的孩子可能不会有太多这种项目类的作业。我们楼上一个同样年纪的小朋友就问经常质疑我女儿：“你们怎么PPT做那么长时间？”他们也有PPT作业，但可能五分钟就搞定了，甚至模板都懒得换，因为老师不会对模板设计或内容有太高要求， 所以也没有必要花很多的时间。
对中国学校的孩子来说，PPT更多是形式上的作业，不需要做太多的research， 或者调研也不用很深入，侧重点明显不同。而国际学校对PPT的制作品质（无论是内容还是设计）有更高的要求，然后对学生的presentation也是要打分的， 这实际上是在考验小朋友的各种能力， 每次PPT作业都是要大动干戈。如果遇到多人项目还需要和其他team member 讨论和协调分工等， 听起来很“麻烦”。
有一次遇到多人参与的项目， 我女儿说想单干，因为她觉得其他孩子太拖后腿了。作为妈妈， 我只能对她说：现实生活中，几乎所有项目都需要团队合作。做项目不仅是学习知识，还在锻炼你的领导力、协调能力和说服力。国际学校通过项目培养出来的软实力——现实版的迷你职场体验。
说说“中国的孩子数学好”这个事情
Let’s talk about the common belief that “Chinese students are good at math”:
When it comes to math, it’s widely said that Chinese students outperform their peers from other countries, especially in comparison to students in the U.S. But I think this perception can be a bit of a "numbers game." In China, regardless of whether students have a natural aptitude for math, they are often required to do tons of practice exercises, working through endless problem sets. Even those who aren’t particularly drawn to math are forced to drill intensively for exams. This high level of training inevitably raises the overall average math scores, but it doesn’t necessarily mean every student truly understands or enjoys the subject.
In contrast, the approach to math in countries like the U.S. is quite different. During my time studying in the U.S., I noticed that their educational system holds a more individualized view of math. They recognize that not everyone has a "math brain," so they tailor their teaching accordingly. Students who are strong in math are placed in gifted programs, where they receive advanced instruction. Meanwhile, students who are less inclined toward math aren’t forced to spend excessive time on it. Instead, they are encouraged to explore other areas like art, communication, or soft skills. This approach is more balanced and makes sure that children focus on what they are truly good at, rather than being burdened by unnecessary pressure. After all, math is an abstract subject, and not everyone is naturally gifted in it.
More importantly, math isn't just about exams—it's about solving real-world problems. Applied math, especially in fields like financial modeling, risk management, and data science, plays a critical role in modern industries. Many of the breakthroughs in these areas have originated from the U.S. and other Western countries. While we often take pride in Chinese students' high math scores, the reality is that few Chinese mathematicians have won prestigious awards like the Nobel Prize, and many key mathematical innovations in applied fields have not come from China.
Given the scope of this article, I plan to dive deeper into some of my personal experiences from my MBA studies in the U.S. in the next section. It really challenged my view of what it means to be “good at math,” especially in cases where Chinese students are often assumed to excel. Through these experiences, I gained a new understanding of what being skilled in math truly entails.
In the next section, I’ll share some interesting examples, like how I was completely impressed by an American classmate’s logical thinking and practical application skills during a financial forecasting project—even though he wasn’t as adept at using formulas as my Chinese peers. If you’re curious about these topics, stay tuned for the next part of my story. I think you’ll find it thought-provoking!
关于数学这一块，大家都说国内孩子的数学水平普遍高于国外，比如高于美国的学生，但我觉得这里面有点“数字游戏”的意思。国内很多孩子，不论有没有数学天赋，都会被要求刷大量的题，做一套又一套的练习卷，哪怕对数学没感觉，也得拼命刷题应付考试。这种高强度的训练，自然把整体的数学平均水平拉高了，但这并不代表每个孩子都真正理解了数学，或者真的喜欢它。
反观国外，尤其是在美国，我自己在美国读MBA时也有研究过，他们对数学的看法就很不同。美国的教育体系认为，不是每个人都具备“数学脑子”，所以他们更注重因材施教。数学好的孩子会被推荐到天才班（Gifted class)，享受更高阶的数学学习，而数学一般的学生则不会被强迫花大量时间在数学上，反而鼓励他们探索其他领域，比如艺术、沟通能力等软实力。这种方法更科学，因为让孩子们专注于自己真正擅长的领域，避免被不必要的压力拖累。毕竟，数学是一门高度抽象的学科，并不是每个人都拥有“数学脑子”.
更重要的是，数学不光是为了考试，它还是一门解决实际问题的学科，尤其是在应用数学领域，比如金融中的数学建模、风控模型以及数据科学的应用等，这些领域的开创大多源自美国和西方国家。尽管我们一直自豪于中国学生的数学成绩高，但从诺贝尔奖的情况来看，数学家获得诺贝尔奖的并不多，很多重要的数学应用创新也并没有大量出自中国 。
鉴于文章篇幅的关系，我打算在下一章节详细讲讲我在美国杜克大学（Duke University)读MBA时，遇到的那些颠覆我认知的关于数学的经历。特别是中国孩子总被认为数学很好，但我在实际学习中，发现事情远没有那么简单。这些经历让我对“数学好”的定义有了新的理解。
我会分享一些非常有意思的案例，比如在一个金融预测的项目中，我是如何被美国同学的逻辑思维和应用能力折服的，尽管他们在公式上可能不如中国学生熟练。大家如果对这些话题感兴趣，记得继续关注接下来的分享，相信会给你带来新的思考！
写在最后
我自己也慢慢意识到，在AI时代，像我们以前经历的那种刷题模式，或者现在孩子们还在坚持的题海战术，可能已经不再奏效了。看看现在国内的情况，很多孩子毕业后都面临着找不到工作的困境，光靠死记硬背、机械化的应试技能，真的不再是保障未来的“通行证”了。
我也在反思，随着AI的发展，那些依赖重复性劳动的工作终究会被机器取代。相反，真正无法替代的，是那些“软实力”，比如沟通能力、创造力、批判性思维。这些才是孩子们未来真正需要的生存技能。而且，想到这里，我也释然了——孩子不需要像我当年那样被激励着刷题，她需要的是学会如何在这个瞬息万变的世界中，灵活应对未来的挑战。这种认识，某种程度上也帮我找到了内心的平衡。
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