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幾年前，在內(nèi)蒙古沙漠里參加創(chuàng)新之旅，一個(gè)孩子停下腳步，被沙丘上流動(dòng)的光影吸引。

陽(yáng)光在沙面上灑落，風(fēng)吹過(guò)，影子又變了形——那一刻，她忽然生出一個(gè)念頭：難道時(shí)間也有形狀？

回到北京后，她把這份靈感化成創(chuàng)新的作品——用相機(jī)拍攝了一組時(shí)間的影像，試著記錄光、影與時(shí)間的關(guān)系。

今年的創(chuàng)新之旅做了一點(diǎn)“倒裝”——往年5月出發(fā)的行程，提前到了9月新學(xué)期剛開(kāi)始的時(shí)候。

這樣一來(lái)，學(xué)生們剛開(kāi)學(xué)，就能從旅行里收集創(chuàng)新的靈感，點(diǎn)亮整整一年的學(xué)習(xí)！

還有，啟明星孩子每年都重新分班，讓大家能相互認(rèn)識(shí)，成為好朋友。那么，沒(méi)有什么比一場(chǎng)安排在開(kāi)學(xué)不久的、同吃同住同玩樂(lè)的旅行來(lái)得更高效了！

于是，6年級(jí)走進(jìn)京郊懷柔；

7年級(jí)探訪(fǎng)千年古都洛陽(yáng)；

8年級(jí)出發(fā)去南京；

9年級(jí)前往平遙古城；

10年級(jí)則吹著海風(fēng)，奔赴青島。

一路上，他們?cè)谏介g、田野、社區(qū)與工坊中，遇見(jiàn)“真實(shí)的世界”，帶回那些書(shū)本里學(xué)不到的觀(guān)察與思考。

比如——8年級(jí)學(xué)生在南京的紅山森林動(dòng)物園之行：

紅山森林動(dòng)物園，被稱(chēng)為“國(guó)內(nèi)最有良心的動(dòng)物園”。這里盡量還原動(dòng)物的原生態(tài)環(huán)境，不再讓它們被關(guān)在一眼望穿的圍欄里，而是生活在被植物環(huán)繞的空間中。想看見(jiàn)它們，有時(shí)還真得靠緣分！

參觀(guān)當(dāng)天，下起了大雨。動(dòng)物們有的還在活動(dòng)，有的干脆去躲雨，學(xué)生們也濕漉漉的，可這就是真實(shí)的世界?。?/p>

雨并沒(méi)有打斷孩子們的行程。他們跟著講解員學(xué)習(xí)生物知識(shí)，還親手做了“豐容實(shí)踐”——比如給一些紙箱做上裝飾，放進(jìn)肉塊，散在老虎的生活區(qū)里，讓它可以，但又不那么容易直接吃到肉塊——模擬真實(shí)的野外獵食環(huán)境。

錯(cuò)過(guò)了

又錯(cuò)過(guò)了

終于吃到了

在紅山，我們看到動(dòng)物的便便被收集起來(lái)做成肥料，再用于園區(qū)植物，這樣就形成了保護(hù)環(huán)境的循環(huán)。

去年我們自己做的PFC項(xiàng)目也關(guān)注環(huán)保，但主要是垃圾分類(lèi)。對(duì)照紅山處理廢物的做法，我發(fā)現(xiàn)那只是第一步。真正的環(huán)保，還包括再利用和循環(huán)。以后我們的項(xiàng)目也可以朝這個(gè)方向改進(jìn)。”

——8年級(jí)學(xué)生蔡馨誼

這些地方我也能和爸爸媽媽去，但和老師、同學(xué)一起感覺(jué)完全不同，就像還在課堂里——大家邊走邊學(xué)。我特別喜歡啟明星的‘家’的氛圍，和好朋友一起出發(fā)，真的很開(kāi)心?！?/p>

——8年級(jí)學(xué)生江杉

這些，都是啟明星“創(chuàng)新之旅”的意義——

帶孩子們走進(jìn)真實(shí)的世界，讓他們的好奇心在山野與城市間生根發(fā)芽；

讓一次次旅途的靈感，引領(lǐng)校園里的探索與創(chuàng)造；

同時(shí)，也讓學(xué)生在旅途中繼續(xù)感受到“家”的溫度，和社區(qū)成員之間溫暖的聯(lián)結(jié)。

年復(fù)一年，這樣的旅程，不僅讓孩子看見(jiàn)更大的世界，也讓他們更清楚自己在世界中的位置。

這樣的創(chuàng)新之旅——下一年，還要！

This year’s Inno Trips made a creative“flip”—instead of happening in May, as in previous years, they were moved up to late September, just after the start of the new school year.

This way, students can bring back inspiration, reflection, and fresh ideas from their travels—ready to fuel their new year of learning. These experiences often spark inspiration for their study.

The new schedule also helps them bond more quickly with their new classmates.

At Daystar Academy, students are regrouped into new classes every year to encourage them to meet new friends and build meaningful connections. And what better way to do that than by sharing a journey together—eating, living, and exploring adventures side by side?

* Sixth grade: traveled to Huairou, on the outskirts of Beijing

* Seventh grade: visited Luoyang

* Eigth grade: went to Nanjing

* Ninth grade: explored Pingyao

* Tenth grade: headed to Qingdao

During these journeys, students “meet the real world.”

In the mountains, the fields, local communities, and workshops, they took in vivid experiences and new perspectives—such as the eight graders’ visit to the Nanjing Hongshan Forest Zoo.

Known as “the most conscientious zoo in China” Hongshan aims to recreate the animals’ natural habitats.

Rather than keeping them in open, sunken enclosures for easy viewing like in traditional zoos, the animals often roam in lush, plant-filled spaces–sometimes hidden completely out of sight.

The eighth graders experienced this reality firsthand. When they visited on a rainy day, some animals continued their active routines, while others sought shelter.

But observing animals was not the only purpose of the trip. In fact, the rain itself became a lesson.

Students reflected on how, in the real animal world, humans are guests—not controllers.

The weather did not stop them. Students followed their guides to learn about biology and took part in engaging enrichment activities, such as creating food box for the tiger.

The tiger missed the food box.

The tiger missed the food box again.

Finally found it!

At Hongshan Zoo, we saw how animal waste isn’t just collected—it’s turned into fertilizer for plants in the zoo. That’s real recycling and environmental sustainability.

Last year, our PFC project also focused on environmental protection, but we only thought about sorting waste.After visiting Hongshan, I realized that’s just the first step. Recycling and reuse are the next steps we should explore in future PFC projects.”

—Camilla Cai, Eighth-grade student

“Many of the places we visited on our Inno Trips are ones we could also go to with our parents.

But traveling with teachers and classmates feels totally different. It’s like we’re still in class, learning without even realizing it—but we’ve taken it outdoors!

And I also love how Daystar feels like a big family. Traveling with friends makes me really happy.

—Shan Jiang, Eighth-grade student

That isthe heartof Daystar’s Inno Trips—

Year after year, it encourages students to engage with the real world, to spark curiosity, and to channel their youthful energy and creativity into positive, meaningful pursuits.

At the same time, it strengthens their sense of belonging within the Daystar family, allowing students to find a source of energy for learning and growth.

We are already looking forward to next year’s exciting Inno Trips!