Core Insights - The article emphasizes the transformation of learning methods due to the advent of AI, highlighting a shift from passive knowledge acquisition to a collaborative evolution with intelligence [2][3] - The upgrade of the HUNDUN membership is positioned as a crucial step into the intelligent era, enabling learners to enhance their cognitive and innovative capabilities alongside AI [3] Membership Upgrade - The HUNDUN membership has been upgraded to a dual-version system, allowing for a more tailored learning experience [4] - The "Innovation Member" program is designed for decision-makers and managers focused on business innovation, featuring courses on commercial insights and operational landscapes [5][8] Learning System - The new AI-driven learning system integrates the HUNDUN business school curriculum with intelligent learning assistants, providing resources such as AI business consultants and meeting assistants [9][27] - The curriculum includes a comprehensive approach to innovation thinking and business cognition, aimed at those seeking systematic learning in business innovation [8][13] Exclusive Benefits - During the promotional period from November 1 to November 15, 2025, new and existing members can enjoy exclusive benefits, including discounts and complimentary courses [10][11] - Members will gain access to a wealth of resources, including insights from over 700 innovators and a variety of courses designed to enhance cognitive capabilities and broaden thinking boundaries [15][16][17] Cognitive Engine - The HUNDUN Cognitive Engine serves as the core framework, integrating over 1,000 business think tanks and 700 classic innovation texts, allowing for continuous evolution in intelligent learning [25][22] - The system is designed to facilitate business modeling using AI, enhancing the learning experience through self-iteration and intelligent recommendations [23][25]

近来，浙江几所高校的师生，在探讨同一个问题：如何把"会读书的人"培养成"会创造的人"。不妨 先听听大家都聊了什么。 培养"会创造的人"，需要不断激发学校自身创新创造的活力与能力。在基础教育阶段，学校既要注 重夯实学生的知识基础，也要激发学生崇尚科学、探索未知的兴趣，培养其探索性、创新性思维品质。 在高等教育阶段，高校则应大力加强基础学科、新兴学科、交叉学科建设，瞄准世界科技前沿和国家重 大战略需求推进科研创新，不断提升原始创新能力和人才培养质量。把各教育阶段衔接起来，把教育空 间优化到位，把创新教育贯穿教育活动全过程，方能以创造之教育培养创造之人才。 对学生来说，从"会读书的人"向"会创造的人"跨越，是自身必须经历的人生考验、成长锤炼，也是 必须担负的时代使命。这个跨越的过程，如马琰铭校长所言，是由先及后、相互交织的螺旋式转变，是 由虚及实、彼此促进的交互式演进，也是厚积薄发、推陈出新的渐进式飞跃。也要看到，"会读 书"与"会创造"从来不是割裂的。学生必须先"会读书"，掌握积累知识、构建知识体系的能力，才能懂 得在知识延展中思考、突破，生发出新的认知、新的见解。把"会读书"与"会创造"结合好，广大学生创 新创 ...

罗博深是谁？ 他是美国卡内基梅隆大学数学系教授，1982年出生，父母为新加坡华人移民。但他为更多人所熟知的身 份是一位奥赛教练。 他不仅在1999年荣获国际奥林匹克数学竞赛银牌，还曾于2013—2023年担任美国数学奥林匹克国家队主 教练，并带领团队在2015、2016、2018和2019年多次夺冠。此外，他还创办了开源学习平台Expii，并 担任首席执行官。 如今，罗博深却在反思奥赛的意义。接受《中国科学报》采访时，他指出："过去的数学竞赛考察的是 谁会思考，现在却变成了谁会刷题。"在他看来，单纯的重复练习毫无价值——"作为公司创始人，我想 要的是能提出新办法的人"。 他进一步强调，只有能提出原创性问题并作出创新解答的人，才最具竞争力，否则不如每月花20美元让 AI来解决问题。他说，"现在最稳定的工作或许是创业，因为大量传统行业的工作可能在5~10年之后就 会被淘汰。" 一、"我不会去教怎么做题" 《中国科学报》：我曾经在中学课堂上问老师，虚数和复数有什么实际意义，可惜老师没能解答。回头 想，如果老师当年不仅仅让我们做题，而是能把这样的数学概念和定义讲清楚，可能会教出数学家来。 这样的经历可能在中国是比较普 ...

Core Insights - The article highlights the success of Hefei No. 168 International Department, which has achieved remarkable results in international education, including multiple admissions to prestigious universities like Oxford and Cambridge within just five years [4][8][39] - The school has broken the stereotype of limited resources and opportunities in second-tier cities, demonstrating that quality education can thrive outside major metropolitan areas [4][9][40] Group 1: Admission Achievements - Hefei No. 168 International Department has secured three admissions to Oxford and Cambridge, marking a significant milestone as the first in Anhui Province to achieve this feat [4][8] - The school has received over 600 offers from world-renowned universities, including 67 offers from University College London (UCL) alone [4][8] - The success of the school's students spans various disciplines, including not only STEM fields but also social sciences and arts [5][19] Group 2: Educational Approach - The school emphasizes a solid academic foundation, focusing on deep knowledge retention rather than rote memorization, which is often criticized in traditional Chinese education [5][6] - The A-Level curriculum is tailored to enhance students' strengths, allowing for flexible subject choices that cater to individual interests [5][6] - Innovative teaching methods are employed, integrating traditional Chinese culture with global perspectives, enhancing students' engagement and understanding [14][15][19] Group 3: Teacher Development - The faculty at Hefei No. 168 International Department is committed to continuous professional development, participating in various training and workshops to stay updated with educational trends [11][14] - Teachers are encouraged to innovate in their teaching practices, leading to a dynamic curriculum that evolves annually [14][19] - The school fosters a supportive environment where teachers' efforts are recognized, contributing to high morale and dedication [37][40] Group 4: Student-Centric Philosophy - The school adopts a holistic approach to education, focusing on the overall development of each student rather than solely academic achievements [25][27] - Students are encouraged to explore diverse interests, with opportunities to participate in various extracurricular activities and competitions [22][29] - The school aims to instill a sense of responsibility and community engagement among students, ensuring they are well-rounded individuals [25][27]