△高同学做化学实验

During his years studying in Thailand, Mark was a typical “arts-oriented teen”: obsessed with Harry Potter, which he read over ten times; writing scripts of tens of thousands of words in third grade; and directing a class performance of The Odyssey in sixth grade. In the eyes of his mother—a Peking University graduate—this book-loving, expressive child was likely to pursue literature or art in the future.

However, after transferring to MIS in Year 10, Mark soon encountered his first academic hurdle: mathematics. Due to his diverse learning background, his foundation in math was not strong, especially in topics like trigonometry.

“MIS’s teaching team didn’t resort to repetitive drills. Instead, they patiently guided us to build logical thinking skills and encouraged ‘slow thinking for true mastery,’” Mark recalled. “Eventually, my math performance stabilized at an excellent level, and I achieved A grades in A-Level Mathematics, Chemistry, and Biology.”

MIS’s educational wisdom is reflected not only in subject teaching but also in fostering sparks between arts and sciences thinking. Over his four years at MIS, Mark not only made academic breakthroughs but also demonstrated well-rounded potential through activities like debate and drama. He once won Best Individual Debater at a regional NHSDLC competition and advanced to the national finals. This experience greatly strengthened his logical thinking and communication skills, helping him write academic papers with greater clarity and persuasive power.

“Debate taught me how to think from multiple perspectives and how to organize effective arguments under time pressure,” Mark shared. “This not only improved my academic writing but also made me more composed when facing complex problems.”

If the classroom is where knowledge is built, then his internship at the Shenzhen Bay Laboratory solidified his determination to pursue biochemistry.

“At Shenzhen Bay Lab, I learned techniques like cell culture, which are usually only encountered at university level,” Mark said with excitement. For two consecutive summers, he often traveled between Nanshan and Guangming districts in Shenzhen from 7 a.m. to 9 p.m., working with a team of overseas-returned PhDs from top international universities, immersed in neuroscience and cancer research projects.

This experience not only equipped him with professional skills but also showed him the real face of scientific research. “I used to have a vague understanding of research—it felt distant,” Mark admitted. After the internship, he realized that research isn’t just a “grand” idea confined to labs, but rather involves day-to-day rigorous procedures and trial-and-error.

It was also this experience that confirmed to him: this was not just a passing interest, but a future he was willing to commit to.

This valuable internship opportunity was part of the learning and growth platform carefully built by MIS for students interested in research. “The school’s collaboration with Shenzhen Bay Lab is very unique. It allows us to start a journey toward light with top scientists even during secondary school,” Mark said, describing it as a “gift” from MIS to every student aspiring to engage in research.

Looking ahead, Mark has set his sights on the frontier field of biomedical science—cancer immunotherapy. He is now fully engaged in researching innovative treatment technologies like CAR-T, aiming to contribute to solving major challenges in human health.

Mark’s school life extends far beyond academics. He holds a diving certificate for depths up to 24 meters and often explores the ocean during holidays; he loves surfing and enjoys the freedom of dancing with the waves; he is also a member of the school football team. After swapping his football jersey for the school uniform, he steps onto the debate stage under the spotlight, transforming into a logical and insightful debater who illuminates perspectives with reasoning.

“At MIS, we are not expected to be ‘all-rounders,’ but are encouraged to become ‘whole-person’ explorers,” Mark said. “The school offers a rich variety of Co-Curricular Activities (CCA), allowing us to pursue our passions beyond academics.”

“Don’t just struggle in your imagination—go out and try things for real. MIS provides labs, drama clubs, and various programs. Even if you’re not skilled at first, give it a try. Only through trying will you know what you love and what you’re good at.” This is Mark’s sincere advice to younger students still exploring their paths.

Over his four years at MIS, Mark transformed from “struggling in math” to “Oxford biochemistry,” from an “arts-oriented teen” to a “rising research star.” His growth story is not a traditional “top student narrative,” but a perfect testament to MIS’s child-centered, precisely supportive educational model.

As Mark put it: “MIS’s education isn’t about molding us into typical top students. It’s about helping each of us find our own passion and light.”