访校团探路者课程｜咖啡馆科技与设计项目：不只是A等生，更是未来的创造者
当大部分孩子厌倦了为考试而学习，家长苦苦寻找能够点燃孩子内在驱动力、培养解决真实世界问题能力的教育时，高藤致远创新学校的几位同学，已经亲手开启了“咖啡馆科技与设计项目”的第一次创业。这不是一次简单的课堂作业，而是高藤“探路者课程”体系下的一次真实商业融合AI的实践。
When most children are tired of studying for exams, parents are struggling to find an education that sparks their inner drive and nurtures their ability to solve real-world problems. Meanwhile, several students from SMCS have already embarked on their first entrepreneurial venture with the "Café Tech and Design Project". This is not a simple classroom assignment, but a real-world business practice integrated with AI under SMCS's "Pathfinder Program" system.
一周，就能完成四周的项目工作？
Is it possible to finish a four-week project in just one week?
在开题和公布项目地图后，指导老师 Jenny 惊喜地发现，
“孩子们的潜能，真的不容小觑。”
After the project proposal was kicked off and the roadmap was shared, tutor Jenny was pleasantly surprised to find,
"The potential of these kids is truly not to be underestimated."
他们快速分工明确，有条不紊地开展相关工作。
They quickly divided the work clearly and carried out the tasks in an orderly manner.
有的同学深入咖啡社团学习制作技巧；有的同学负责分析市场，设计问卷，走访“一尺花园”等咖啡品牌进行实地调研，有同学着手设计品牌视觉和宣传物料，还有的同学已经利用 AI 工具，快速搭建起线上点单系统的原型。
They split the work and got to it straight away. Some delved into the coffee club to learn brewing techniques. Others took charge of market analysis: they designed questionnaires and visited coffee brands like "One Step Garden" for field research. Some focused on creating brand visuals and promotional materials. Still others had even used AI tools to quickly build a prototype of the online ordering system.
在这个过程中，大家不断碰撞出思维的火花，遇到难题时一起探讨解决方案，Owen 校长也在百忙之中参与指导，为项目注入更多元场景的思考。在真实运营的环境中，学生不仅提升了技术能力，更锻炼了团队协作、沟通以及解决实际问题的能力。
During this process, the students kept sparking ideas. When facing challenges, they discussed solutions together. Principal Owen also joined in to provide guidance amid his busy schedule, bringing more diverse scenario-based perspectives to the project. In the context of real-world operations, the students not only enhanced their technical skills, but also honed their abilities in teamwork, communication, and solving practical problems.
高藤的教育哲学：为何PBL如此重要？
SMCS's Educational Philosophy: Why Is PBL So Important?
在科技迅猛发展的今天，未来的世界所需要的不是被动接收知识的容器，而是具备批判性思维、协作能力、创造力与沟通能力的21世纪人才。这正是PBL教学法的核心价值所在。
In today's era of rapid technological advancement, the future world does not need passive receptacles of knowledge, but rather 21st-century talents equipped with critical thinking, collaboration, creativity, and communication skills. That is precisely the core value of the PBL (Project-Based Learning) teaching method.
Owen校长在与部分项目成员交流
正如Owen校长所说：
“真正的教育，不是把孩子教到A等，而是启发他，告诉他，‘不要怕，我陪你走最初的三步，剩下的路让你自己充满信心地走完’。”
As Principal Owen said that:
"Genuine education is not about teaching a child to get an A. It's about inspiring them, telling them, 'Don't be afraid. I'll walk the first three steps with you, and then you can finish the rest of the journey with full confidence on your own.'"
在PBL的课堂中，老师是引导者和激发者，学生才是学习的主人。他们将在跨学科的真实项目中，学习如何定义问题、如何团队协作、如何整合资源、如何从失败中学习，并最终创造出属于自己的、独一无二的价值。
In the PBL classrooms, teachers act as facilitators and inspirers, while students are the owners of their learning. In interdisciplinary real-world projects, they will learn how to define problems, collaborate in teams, integrate resources, and learn from failures—ultimately creating their own unique value.
「探路者」项目案例：咖啡馆科技与设计项目
"Pathfinder" Project Case: Café Tech & Design Project
作为“高藤探路者课程”的重点项目之一，本次PBL（项目式学习）与“一尺花园”及“高藤ECA”合作发起 「咖啡馆科技与设计项目」(Café Tech & Design Project)。围绕 “跨学科学习”、“实际应用”、“社区参与“和“创新展示”，五大核心目标展开项目实践。
As one of the key projects of SMCS's "Pathfinder Program", this PBL (Project-Based Learning) initiative has jointly launched the "Café Tech & Design Project" in collaboration with "One Step Garden" and "SMCS ECA". It carries out practical implementation around five core goals: "interdisciplinary learning", "practical application", "community engagement", and "innovative presentation".
高藤PBL咖啡馆科技与设计项目目标
一群来自不同年级的学生，组成了两个“创业团队”：咖啡馆运营团队与科创技术团队。
A group of students from different grades formed two "entrepreneurial teams": the Café Operation Team and the Tech Innovation Team.
他们通过真实的“商业谈判”，将一个由学生运营的校园咖啡馆，打造成一个融合了AI技术、品牌设计与高效运营的商业实体。
Through real "business negotiations", they were to transform a student-run campus café into a business entity integrating AI technology, brand design, and efficient operations.
这背后，是一套严谨而完整的学习闭环：
This is underpinned by a robust and comprehensive learning loop.
准备阶段 (Preparation)：
技术团队深入调研咖啡馆的实际运营痛点——从点单流程到库存管理；运营团队则走访“一尺花园”等成熟品牌，设计问卷，用真实数据定义商业需求。
The Tech Innovation Team conducted in-depth research into the café's practical operational pain points—from order-taking processes to inventory management. Meanwhile, the Café Operation Team visited established brands like "One Step Garden", designed questionnaires, and defined business needs using real data.
02
提案阶段 (Proposal)：
这是一场真实的商业谈判。技术团队需要向“甲方”咖啡馆团队展示他们的技术解决方案（如智能点单小程序、NFC会员系统）的可行性与商业价值，并商定开发周期、功能迭代等合作细节。
This was a real business negotiation. The Tech Innovation Team needed to present their technical solutions to the café team—acting as "Party A". They highlighted the feasibility and commercial value of tools like the intelligent ordering mini-program and NFC membership system and negotiated cooperation details such as development cycles and feature iterations.
执行阶段 (Execution)：
团队分工明确，各司其职：
首席技术官 (CTO)：负责系统架构与开发，将想法用代码变为现实。
首席创意官 (CCO)：负责品牌视觉设计，用AIGC工具生成海报与宣传物料。
项目总监 (PM)：负责制定项目计划，跟踪进度，确保项目稳步推进。
首席运营官 (COO)：负责策划营销活动，链接校园社群，让产品产生真实商业影响。
The teams had clear divisions of labor, and each took on their respective roles:
CTO (Chief Technology Officer): In charge of system architecture and development, turning ideas into reality through coding.
CCO (Chief Creative Officer): Responsible for brand visual design, generating posters and promotional materials using AIGC tools.
PM (Project Manager): Tasked with developing project plans, tracking progress, and ensuring steady project advancement.
COO (Chief Operating Officer): In charge of planning marketing campaigns, connecting with the campus community, and helping the product generate real commercial impact.
复盘阶段 (Reflection):
项目交付后，两个团队共同复盘，评估技术方案的有效性，收集真实用户反馈，并探讨下一步的合作与迭代方向。
After project delivery, the two teams conducted a joint review. They evaluated the effectiveness of the technical solutions, gathered real user feedback, and discussed directions for future cooperation and iterations.
评估不只看代码，
更看如何解决问题。
Evaluation focuses not just on code,
but more on problem-solving.
我们将结合剑桥 A Level CS （计算机科学）的核心目标，从问题解决、技术实现、沟通表达、团队协作等维度进行综合评估。不仅有原型演示、代码审查，也有真实用户的反馈收集。
We align our comprehensive evaluation with the core objectives of Cambridge A Level Computer Science (CS), covering dimensions such as problem-solving, technical implementation, communication, and teamwork. It includes not only prototype demonstrations and code reviews, but also the collection of real user feedback.
我们希望学生在项目中不仅学会技术，更学会如何与人合作、如何表达想法、如何把创意落地。
We aim to enable students to not only acquire technical skills through the project, but also learn how to collaborate with others, express their ideas, and turn creativity into reality.
PBL导师 Jenny指导项目开展
项目成果不仅符合“剑桥 A Level 计算机科学”的学习要求，也能为美高体系的学生提供有力的学术成果支撑。所有技术落地、创意输出或协作推进，都源于对 “要解决什么问题” 的清晰思考，这也是学生在不同角色中开展实践的首要出发点。
The project outcomes not only meet the learning requirements of Cambridge A Level Computer Science but also provide strong academic support for students following the American high school curriculum. All technical implementation, creative output, and collaborative progress stem from clear thinking about "what problem to solve"—which is also the primary starting point for students to practice in their various roles.
收获的不仅是知识，
更是伴随一生的“宝藏”
What's Gained Is Not Just Knowledge,
But "Treasures for Life"
通过这样一个完整的PBL项目，学生获得的远超知识本身。我们称之为“PBL宝藏”：
Through a complete PBL project, students gain far more than just knowledge. We call these gains "PBL Treasures":
一份无可替代的作品集：
这段经历，以及最终的成果，将成为学生申请大学时，展现其综合能力的最有力证明，远比一份漂亮的成绩单更让招生官印象深刻。
An irreplaceable portfolio:
This experience and the final outcomes are powerful proof of students' comprehensive abilities for college applications. To admissions officers, they're far more impressive than a perfect transcript.
一套可迁移的核心能力：
学生在项目中锤炼的计算思维、项目管理、商业谈判与创意表达能力,是未来无论身处何种行业都不可或缺的核心竞争力。
A set of transferable core competencies:
The computational thinking, project management, business negotiation, and creative expression skills honed in the project are indispensable core competencies for any industry in the future.
一次深刻的自我成长：
我们曾有一位同学，因升学压力而焦虑迷茫。但在参与PBL的过程中，他找到了自己的热情所在，当他带领团队攻克一个技术难题时，我们看到的是一个充满自信、闪闪发光的未来领导者。这就是PBL的真正魔力—它不仅创造产品，更塑造品格与信心。
A profound journey of self-growth:
We once had a student who was anxious and confused due to college application pressure. But through participating in PBL, he discovered his passion. When he led his team to overcome a technical challenge, we saw a confident, shining future leader. That is the true magic of PBL—it doesn't just create products—it shapes character and confidence.
教育的本质，
是支持每一个孩子找到属于自己的路。
The Essence of Education:
Supporting Every Student to Find Their Own Path
在代码调试中，有人发现了对技术的热爱；
During code debugging, some discovered a passion for technology.
在品牌设计中，有人找到创意表达的快乐；
During brand design, some found joy in creative expression.
在团队协作中，有人确认了自己统筹全局的潜力。
During teamwork, some confirmed their potential to coordinate overall efforts.
PBL 咖啡馆项目，不只是做一个点单系统，更是一次与自我对话的成长旅程，也是高藤“中西融通，践科学素养；修己治人，驭高科创新”教育理念的生动实践。
At its core, the PBL Café Project isn't just about building an ordering system—it's a growth journey rooted in self-reflection, first and foremost. It also vividly embodies SMCS's educational philosophy: "Integrating Chinese and Western approaches to cultivate scientific literacy through practice; cultivating oneself to lead others and harness advanced technology for innovation."
学生在跨学科协作中应用计算机科学知识、锤炼创意与协作能力，更在与社区的互动中建立成长链接。
In interdisciplinary collaboration, students apply their A Level CS knowledge and hone their creativity and collaboration skills. What's more, they build growth-oriented connections through interactions with the community.
我们期待每位学生能在真实问题中探索方向，在协作中看见自己的力量，培养更多有好奇心、创造力和自我驱动力的学习者。
We look forward to every student exploring their paths amid real-world problems, discovering their own strengths through collaboration, and growing into curious, creative, and self-driven learners.
高藤致远创新学校 · 探路者课程
以真实场景为课堂，让学习自然发生
SMCS· Pathfinder Program
With real-world scenarios as classrooms,
learning happens naturally.
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