一场大学展，可以让学生看见多少种未来？学生如何在探索中看见生长力？
10月16日，以“生长力：在变化中成长为更好的自己”为主题的2026杭州鼎文学校秋季中国国际学校联合大学展圆满举办。香港大学、麦吉尔大学、南加州大学、波士顿大学、美国东北大学、巴黎政治学院、曼彻斯特大学、罗德岛设计学院、伦敦艺术大学等100余所海内外知名院校齐聚鼎文，为学生带来多元的文化视野与升学选择。当大学招生官、教育专家与学生面对面交流，大学展便不仅只是一次升学信息的汇集，更成为学生认识世界、探索兴趣、思考未来方向的真实课堂。
从开幕式富有启发性的思想分享，到香港名校专场的深入解读，再到围绕大学教育与学生成长展开的多元圆桌论坛，一系列交流与探索在鼎文校园中展开。来自不同学校的学生也参与其中，在鼎文开放包容的氛围里，聆听、提问、比较，并寻找属于自己的答案。
How many different futures can one university fair open up for a student?
On 16 October, DIngwen Academy Hangzhou successfully hosted its 2026 Autumn University Fair under the theme “Growing Through Change: Becoming Better Versions of Ourselves.”More than 100 leading universities and institutions from China and around the world gathered at DWA, including the University of Hong Kong, McGillUniversity, University of Southern California, Boston University, Sciences Po, University of Manchester, Rhode Island School of Design, and University of the Arts London. Together, they brought students a wide range of academic pathways, perspectives, and possibilities for the future.
When university admissions representatives face with students, a university fair becomes more than a place to collect admissions information. It becomes a real-world learning experience—one that helps students broaden their understanding of the world, explore their interests, and begin to think more deeply about the future they want to create.
From thought-provoking conversations at the opening ceremony, to in-depth sessions on leading universities in Hong Kong, and a roundtable discussion on higher education and student development, the day was filled with opportunities for dialogue, reflection, and discovery. Students from a number of international schools also joined the event. In DWA’s open and inclusive learning environment, they listened, asked questions, compared different options, and began searching for answers of their own.
01 开幕启思 从不同视角，理解鼎文生长力
Opening Perspectives | Understanding Growth from Different Angles
大学展的开幕式，是一次关于成长的共同探讨。
杭州鼎文学校理事长Flora Wan在致辞中，以“鼎文生长力之树”为引，阐释以父母之心对学生成长的期待，以及对学生的能力培养目标：树根承载身心健康力与品德格局力，树干支撑终身学习力与跨文化理解力，树冠则向行动创造力与幸福博爱力延伸。
The opening ceremony offered a shared reflection on what growth can mean for young people.
In her address, Flora Wan, Chairperson of Dingwen Academy Hangzhou, introduced DWA’s vision of student development through the metaphor of the “DWA Tree of Growth.” Its roots represent physical and emotional wellbeing and character and breadth of mind; its trunk stands for lifelong learning and intercultural understanding; and its canopy reaches outward towards action and creativity, as well as wellbeing, compassion, and care for others.
理事长致辞全文
大家好！
欢迎共聚杭州鼎文学校，共同开启2026秋季鼎文大学展会！鼎以尚德、文以启智，今天的鼎文智德双馨、满庭流芳，因为绽放的丹桂，更因为各位的到来。感谢四位尊敬的嘉宾拨冗到场，为鼎文学子传递成长的力量；感谢超过100所的海内外知名院校招生官朋友从世界各地相聚鼎文，为鼎文学子提供了宝贵的近距离沟通学习和表达自我的机会。在此，请允许我代表鼎文全体师生，向远道而来的各位来宾再次表示最热烈的欢迎和最诚挚的感谢！
鼎文是一所涵盖托、幼、小、初、高的16年一贯制IB理念双语国际化寄宿学校，面向全球全学段招生。我们始终秉持“以父母之心办学”的初心，和“一切以学生为中心”的宗旨，始终坚守“根植中国，胜任全球，博爱世界”的办学理念，以“追求学术卓越、发展全人教育、培养推动全球进步的新力量”为使命。致力于打造高品质学习成长的生态环境和温暖支持、融合创新的国际化社区。全体鼎文人共同播种梦想、链接世界，鼎力支持孩子们去拓展自己的生长力，在点点滴滴的积极变化中成长为更好的自己。想与大家分享一下鼎文的logo：它的形象像一棵大树，代表立德树人；向上收束的一竖象征着鼎文根植中国的理念和向深处扎根的态度；同时它像一个地球，象征着鼎文胜任全球的理念；开放的横线即象征着鼎文向辽阔处生长和博爱世界的理念；鼎文绿象征着鼎文对可持续发展理想教育的追求；无边界的设计象征着鼎文的包容开放和无限可能；开放的横线即象征着鼎文向辽阔处生长和博爱世界的理念。
本次活动我们将分享“鼎文生长力之树”：它包含树根部分的身心健康力和品德格局力、树干部分的终身学习力和跨文化理解力、树冠部分的行动创造力和幸福博爱力，这也正是鼎文父母之心对培养孩子的期待和目标。
从鼎文幼儿园孩子们的自然和好奇、小学孩子们的燃趣和探究、到初中孩子们的拓展和热爱、再到高中孩子们的行动与创造，你都能看到“格物致知、诚意正心”的鼎文价值观无处不在。
时代变化日新月异，真正支撑我们不断向前的，始终是这些内在生长的力量。今天我们也特别邀请了四位嘉宾来为我们诠释部分维度，一起解码鼎文助力学子成长的底层逻辑。
同学们，今天的大学展也是你们鲜活的成长课堂。希望你们不仅做好安静的聆听者，更要成为主动的表达者和探索者。请大胆走到招生官老师面前，去勇敢提问、真诚交流；去了解不同世界名校的人才选拔标准；去表达出自己的热爱与困惑；去展示出自己的成长与独特。每一次直面的沟通，都会是你最宝贵的历练，即让招生官看见你的热忱，也帮助你自己寻找未来的方向。
秋日蓄力，向阳生长。再次感谢各位的到来和鼎力支持，感谢你们和鼎文一起，共同为孩子们打开更多眺望世界的窗口，期待各位在今天能尽情碰撞思想、能大有收获。祝愿各位来宾在此次鼎文大学展体验愉快圆满，也顺祝您和家人重阳九九安康。祝愿孩子们茁壮成长、前程似锦。最后，预祝本次大学展圆满成功。
谢谢大家！
随后，四位来自不同领域的嘉宾和家长围绕“生长力”展开分享，从各自的专业视角，回应变化时代中的成长命题。
“拥有学习力，也就是持续更新自我的能力，你就能完成最重要的转变。”——王胡英
杭州电子科技大学教育博士、教授王胡英以“学习力”为主题，探讨面对未知时持续更新认知的能力。她从好奇心、元认知与自我驱动等维度，启发学生思考：真正的学习，不只是获取知识，更是不断认识自己、调整方法、主动向前的过程。
"AI gives you an answer. Only you can decide whether it is the right answer."——Sam Griffiths-Jones
曼彻斯特大学教授 Sam Griffiths-Jones 从“行动力”切入，提出在人工智能不断改变知识获取方式的时代，教育仍需要帮助学生建立判断、将知识转化为行动的能力。
“创造力，不只是创造一个产品，也是创造一个属于自己的未来。”——余韶华
余韶华是知名企业家，也是家长。他围绕“创造力”展开分享，指出创造不只是制作一个产品，也是在理解问题、持续实践的过程中，逐渐创造属于自己的未来。创造力=第一性+唯一性，第一性是找到最本质的底层问题，唯一性是给出只有你能创造的解答。
“拥有幸福力，在压力中不失去自己，也不失去与他人的连接。”——慈琪
儿童文学作家慈琪则从“幸福力”出发，引导学生关注如何在变化中保持自我，并与他人建立连接。
四个分享，四种视角，共同指向一个问题：当世界不断变化，什么能力能够支持一个人持续成长？答案并不止于知识与成绩，更在于好奇、反思、行动、创造，以及理解自己与他人的能力。
The programme then continued with four guest speakers from different fields, each exploring the idea of growth from a distinct professional perspective and reflecting on what it means to develop in a rapidly changing world.
“With the ability to learn and continually renew yourself, you are becoming a better person.”— Wang Huying
Professor Wang Huying, an EdD and professor at Hangzhou Dianzi University, spoke on the theme oflearning capacity—the ability to continually update one’s understanding when facing the unknown.
Drawing on curiosity, metacognition, and self-motivation, she encouraged students to see learning not simply as the acquisition of knowledge, but as an ongoing process of understanding oneself, adjusting one’s approach, and moving forward with greater independence.
"AI gives you an answer. Only you can decide whether it is the right answer."——Sam Griffiths-Jones
Professor Sam Griffiths-Jones of the University of Manchester focused on thecapacity to act. In an age when artificial intelligence is transforming the way we access knowledge, he emphasised that education must still help students develop sound judgement and the ability to turn what they know into meaningful action.
“Creativity is not just about creating a product; it is about creating a future of your own.”——Yu Shaohua
Yu Shaohua, a renowned entrepreneur and a parent in the DWA community, shared his perspectives on creativity. He emphasised that creativity goes beyond making a product; it is about shaping your own future through a deeper understanding of problems and continuous practice.
He described creativity as the combination of first-principles thinking and uniqueness: first-principles thinking means identifying the fundamental question at the heart of a problem, while uniqueness means developing a solution that only you can create.
“The ability to flourish means staying true to yourself under pressure while maintaining meaningful connections with others.”— Ci Qi
Children’s author Ci Qi approached the conversation through the lens ofwellbeing, inviting students to think about how to remain grounded amid change and how to build meaningful connections with others.
Four speakers, four perspectives, and one shared question: As the world continues to change, what enables a person to keep growing?The answer lies in more than knowledge and academic achievement. It also lies in curiosity, reflection, action, creativity, and the ability to understand both oneself and others.
02 香港名校专场 让升学选择走向深入
Spotlight on Leading Hong Kong Universities | Taking University Exploration Further
了解大学，不仅是认识一所学校的名字，更是理解它的教育特色、学习体验，以及自己与它之间的可能联系。本次大学展特别设置香港名校专场，围绕香港大学、香港城市大学等香港高校展开介绍，帮助学生进一步了解院校特色、申请要求与升学路径。从大学的课程设置到申请准备，从不同教育体系的特点到未来发展方向，专场讲座为学生提供了更有针对性的信息，也让升学探索有机会从宽泛的了解走向具体的思考。
当选择不再只是对排名与录取结果的关注，学生便有机会继续追问：我对什么领域真正感兴趣？怎样的学习环境更适合自己？进入大学后，我希望获得怎样的体验，又想尝试些什么？这些问题，也在大学展的展位交流中变得具体。
在曼彻斯特大学展位前，一位G10学生将问题指向本科科研机会：“如果我想在本科阶段做科研，大一有机会进实验室吗？” 而在伯明翰大学展位前，一位G9学生则重点询问实习机会的多少，以及国际学生能否参与其中。一个关注科研起步的机会，一个关心实习资源能否真正触达自己。两个问题都不止于了解学校“有什么”，更进一步追问这些资源如何融入大学生活，能否支持自己探索感兴趣的领域。
从课程到科研，从实习到实践，学生带着自己的关切走近高校代表，也在一次次主动问询中，把对大学的想象转化为更具体的了解。
Getting to know a university means more than recognising its name. It means understanding what makes its education distinctive, what the student experience is like, and how that environment might connect with a student’s own goals and interests.
As part of this year’s fair,DWA hosted a dedicated session on leading universities in Hong Kong, including the University of Hong Kong and City University of Hong Kong.The session gave students a closer look at institutional strengths, admissions requirements, and possible pathways to higher education.
From curriculum design and application preparation to differences between education systems and future progression routes, the session offered more focused guidance and helped students move from broad awareness to more purposeful thinking.
Once university choice is no longer reduced to rankings and admission outcomes, deeper questions begin to emerge:
What subjects am I genuinely interested in?
What kind of learning environment suits me best?
What do I hope to experience at university—and what would I like to try?
These questions became even more concrete through conversations with university representatives at the fair.
At the University of Manchester booth, one Grade 10 student asked specifically about undergraduate research opportunities:
“If I want to get involved in research as an undergraduate, would I be able to join a lab in my first year?”
At the University of Birmingham booth, a Grade 9 student focused on internships—how many opportunities were available and whether international students could realistically access them.
One student was thinking about how early they could begin research. Another wanted to know whether internship opportunities would truly be within reach.
Both questions went beyond asking what a university offers. They asked how those opportunities might actually become part of university life—and whether they could support students in exploring the fields they care about.
From courses to research, from internships to hands-on experience, students approached university representatives with questions of their own. Through each conversation, an abstract idea of “university” gradually became something more specific, more personal, and more real.
03 从大学展延伸 让好奇心在更早的时间尽情生长
Beyond the University Fair | Curiosity Keep Growing
探索不仅发生在大学与专业的选择中，也始于对日常生活的观察，以及对一个问题的持续好奇。作为大学展的延伸活动，儿童文学作家慈琪带来了《故事种子成长记》阅读分享。面对“什么样的事物可以成为故事种子”的提问，孩子们说出了“房子”“蛋糕”“火山”“狼”等熟悉的事物。
从生活中的细节出发，慈琪与孩子们一起打开想象：熟悉的事物可以拥有不同的故事，观察角度的变化，也可能带来全新的表达。
这场分享与大学展形成了另一种呼应。无论是了解大学、探索未来，还是发现故事的种子，成长都始于好奇，发生于主动思考，并在一次次探究中拓展边界。
Exploration begins with noticing the world around us—and staying curious about the questions we encounter every day.
As an extension of the university fair,children’s author Ci Qi led a reading session titled “How Story Seeds Grow.”When asked what kinds of things could become the seed of a story, students offered familiar ideas such as a house, a cake, a volcano, and a wolf.
Starting from the details of everyday life, Ci Qi invited students to look at ordinary things in new ways. A familiar object can hold many different stories, and a change in perspective can open up entirely new ways of thinking and expressing ideas.
In its own way, the session echoed the spirit of the university fair.Whether students are exploring universities, imagining their futures, or discovering the seed of a story, growth begins with curiosity, develops through active thinking, and expands through repeated attempts to explore what might be possible.
04 圆桌论坛 对话大学成长之道
Roundtable Forum | Rethinking Growth Through the University Experience
圆桌论坛进一步打开了学生理解大学与成长的另一扇窗。来自麦吉尔大学、南加州大学、波士顿大学、巴黎政治学院、伦敦艺术大学等高校的招生官代表，围绕“生长力”展开交流。论坛提出了值得思考的问题：
圆桌论坛
·审阅一份大学申请材料时，哪些细节能够让招生官判断：一名学生未来仍将持续成长，而不仅仅是当下表现出色？
·如果介绍贵校最引以为傲的一项特色，您会选择什么？
这些问题将讨论从单纯的申请要求延伸到学生的成长潜力，也让大学的特色与教育理念成为交流的重点。对学生而言，了解一所大学，不应止于它的排名与录取门槛，也包括它如何支持学生学习、探索兴趣、参与实践，以及在怎样的环境中形成自己的方向。
鼎文始终秉持开放包容的态度，此次大学展同样对有需要的校外家庭和学生开放，坚持把世界带到鼎文，把鼎文带到世界。不同学校背景、不同成长经历的学生在同一空间中接触多元的教育选择，也让大学展成为一个开放共享的平台。
一位家长在活动中分享了自己的感受：“以前更关注排名，今天听招生官讲完，发现匹配度更重要。” 从关注排名，到思考匹配度，这份感受也道出了大学展带来的另一种启发：选择大学，更需要了解的是学校的教育特色与成长环境，思考它是否适合孩子的兴趣、个性与未来方向。
为了让探索真正发生，鼎文鼓励学生在大学展中完成三项行动：带着一个真实问题与招生官交流；比较两种不同的教育路径；记录一个改变自己原有判断的新发现。当学生愿意主动提问、认真比较，也愿意修正原有的认识，大学展就成为练习独立思考与自主选择的过程。
此外，鼎文为学生提供全方位升学支持，助力学生从认识自我、选择方向，到积累经验、清晰表达，最终找到适合自己的大学。
If the university sessions helped students understand individual institutions, the roundtable forum opened another window onto what university—and growth within it—can really mean. Admissions representatives from the McGillUniversity , University of Southern California, Boston University, Sciences Po, University of the Arts London, and other institutions came together to discuss the idea of growth from the perspective of higher education.
The forum raised two thought-provoking questions:
When reviewing a university application, what details help an admissions officer see that a student has the potential to keep growing?
If you could highlight one aspect of your university that you are most proud of, what would it be?
These questions moved the conversation beyond admissions criteria and towards something deeper: a student’s potential for continued development, as well as the educational values and environments that shape that growth.
For students, getting to know a university should mean more than understanding its ranking or admissions threshold. It should also mean asking how the institution supports learning, encourages exploration, creates opportunities for real-world experience, and helps students gradually find their own direction.
Students from other international schools also joined the event at DWA, bringing different backgrounds and experiences into the same space. With a wide range of educational pathways represented, the fair became not only a university showcase, but also an open platform for shared exploration and dialogue.
One parent reflected during the event:“I used to focus much more on rankings. After hearing from the admissions officers today, I realised that fit matters more.”That shift—from ranking to fit—captures one of the most important ideas behind the university fair. Choosing a university is not simply about comparing reputation or entry requirements. It also means understanding how a school teaches, what kind of environment it creates, and whether that environment aligns with a student’s interests, personality, and future aspirations.
To make that exploration more meaningful, DWA encouraged students to complete three simple actions during the fair:
Ask one genuine question to a university representative.
Compare two different educational pathways.
Write down one discovery that challenged something you previously believed.
When students are willing to ask, compare, and revise their assumptions, a university fair becomes more than a place to gather information. It becomes a chance to practise independent thinking and make more thoughtful choices.
DWA provides full-cycle university application support. We walk with students as they discover themselves, decide their path, build experience and present their strengths. Ultimately, we help every student find their best-fit university.
在持续探索中蓬勃向阳生长
Keep Exploring，Keep Growing.
教育即生活，教育即生长，教育即经验改造。在鼎文，生长力在一次次真实的体验中积蓄。从聆听多元的教育理念，到主动走近大学招生官、追问感兴趣的领域；从了解不同的升学路径，到思考什么样的大学真正适合自己，大学展让学生在与世界的对话中拓展视野，也在一次次提问与判断中，更清晰地认识自己。
秋日蓄力，向阳生长。这正是鼎文“生长力之树”所承载的期待：向下扎根，拥有健康的身心与坚定的品格；向上生长，保持终身学习的热情与跨文化理解的勇气；向外舒展，在行动创造与幸福博爱中，走向更辽阔的世界。
Education is life. Education is growth. Education is the transformation of experience. At DWA, growth is shaped through real experiences. From hearing different perspectives on education to speaking directly with university admissions representatives, students are encouraged to look outward and think more deeply. From exploring different pathways to reflecting on what kind of university might truly suit them, the fair gave students opportunities to broaden their horizons while also gaining a clearer understanding of themselves.
Rooted in autumn, growing towards the light.This is the vision embodied in DWA’s Tree of Growth: to grow deep roots through physical and emotional wellbeing and strong character; to grow upward through a lifelong love of learning and the courage to act and create; and to reach outward through intercultural understanding, compassion, and engage with a wider world.
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