國際化學(xué)校的數(shù)學(xué)課教的太淺太簡單？
孩子用英語上數(shù)學(xué)課聽不懂怎么辦？
(資料圖片僅供參考)
如何讓學(xué)生從小對(duì)數(shù)學(xué)產(chǎn)生興趣？
如何引導(dǎo)他們產(chǎn)生數(shù)學(xué)思維？
......
在哈羅海口，數(shù)學(xué)是孩子們喜愛、家長們認(rèn)可的學(xué)科，它在孩子的升學(xué)和未來發(fā)展中舉足輕重。哈羅海口連續(xù)上線兩場(chǎng)數(shù)學(xué)云課堂，分別邀請(qǐng)到哈羅海口小學(xué)部和中學(xué)部數(shù)學(xué)主任做客直播間，家長們?cè)谥辈ラg踴躍提問，紛紛感嘆專業(yè)。今天我們特地把直播分享的部分干貨做了總結(jié)，提供給未能觀看直播的家長。
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小學(xué)數(shù)學(xué)直播回顧
?取中西方數(shù)學(xué)中的精髓教授給我們的學(xué)生；
?數(shù)學(xué)學(xué)習(xí)以興趣和數(shù)學(xué)思維培養(yǎng)為主；
?使用英語進(jìn)行推理；
?老師都能細(xì)致觀察到每個(gè)學(xué)生。
? 取中西方數(shù)學(xué)中的精髓來教授給我們的學(xué)生
在直播開始，低年級(jí)學(xué)術(shù)負(fù)責(zé)人Mr. Mark Johnson介紹雙語數(shù)學(xué)的教學(xué)特點(diǎn)，小學(xué)配備雙語數(shù)學(xué)教師，與主班老師合作教學(xué)。
「 我們?nèi)≈袊鴶?shù)學(xué)的優(yōu)勢(shì)，同時(shí)結(jié)合西方數(shù)學(xué)的長處，培養(yǎng)學(xué)生解決問題能力和在不同背景下運(yùn)用數(shù)學(xué)的能力。每周，外教和雙語數(shù)學(xué)老師一起備課，確保主題框架是一致的，他們互相學(xué)習(xí)中西方數(shù)學(xué)法和運(yùn)用?！?/em>
雙語數(shù)學(xué)老師尹老師是哈羅?？谛W(xué)數(shù)學(xué)的補(bǔ)充，而不是主班教學(xué)的替代，他能給主班教學(xué)提供更多、更深度的教學(xué)內(nèi)容。
James Yin
雙語數(shù)學(xué)老師
墨爾本大學(xué)數(shù)學(xué)系本科，并獲得墨爾本數(shù)學(xué)研究獎(jiǎng)學(xué)金；
墨爾本皇家理工教育研究生；
澳大利亞維多利亞州注冊(cè)老師；
曾在澳大利亞Thomas Carr當(dāng)?shù)厮叫＝淌跀?shù)學(xué)，帶過的3屆畢業(yè)班，均為全校最高分；
回國后在耀華國際學(xué)校擔(dān)任畢業(yè)班老師。
在尹老師的課堂中，重點(diǎn)在于確保學(xué)生用母語完全理解所授數(shù)學(xué)知識(shí)。當(dāng)學(xué)生用母語學(xué)習(xí)數(shù)學(xué)知識(shí)點(diǎn)時(shí)，學(xué)生首先能用母語來說明自己的解題思路，再用英語來說明他們的解題思路。尹老師能帶來的是專業(yè)度，特別是中文教學(xué)法領(lǐng)域，我們已經(jīng)見證了很多學(xué)生的進(jìn)步。
作為一所重視雙語雙文化的國際化學(xué)校，引進(jìn)雙語數(shù)學(xué)老師，能夠幫助我們建立真正完整、成熟的雙語課程體系。
在備課階段，中外教團(tuán)隊(duì)通過取長補(bǔ)短的合作方式，將中國數(shù)學(xué)課程的嚴(yán)謹(jǐn)性與高難度，與注重培養(yǎng)發(fā)散思維和問題解決能力的國外數(shù)學(xué)課程相融合。最終形成一套超越中西方標(biāo)準(zhǔn)的成熟的數(shù)學(xué)課程體系，這樣就能夠利用學(xué)生在一語認(rèn)知能力的發(fā)展來帶動(dòng)二語授課的學(xué)科技能知識(shí)的掌握，真正地實(shí)現(xiàn)雙語雙文化的授課模式。
——Ken Du
全校雙語教學(xué)總監(jiān)
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? 生活中需要數(shù)學(xué)思維
我們?nèi)绾谓淌跀?shù)學(xué)的？
在直播中老師以一個(gè)個(gè)教學(xué)中具體的例子來幫助家長理解老師的教學(xué)邏輯，并舉例說明具象——形象——抽象的數(shù)學(xué)教學(xué)法。
首先第一步是具象的有形的任務(wù)，接著再從具象發(fā)展到圖像化的表達(dá)，最后升華到抽象的概念。通過這個(gè)連貫的學(xué)習(xí)過程，學(xué)生更能理解所學(xué)的數(shù)學(xué)知識(shí)，學(xué)生也因此能在不同的情境下使用數(shù)學(xué)，以此來鞏固學(xué)習(xí)。
直播當(dāng)天也是世界數(shù)學(xué)日，小學(xué)數(shù)學(xué)組準(zhǔn)備了很多有趣的數(shù)學(xué)活動(dòng)，數(shù)學(xué)尋寶游戲，解謎游戲、時(shí)間表競(jìng)賽等，激發(fā)孩子們組成不同的隊(duì)伍，一起去尋找答案。通過這些方式與我們學(xué)習(xí)的數(shù)學(xué)概念聯(lián)系起來，讓哈羅?？诘男⌒?shù)學(xué)家發(fā)光發(fā)熱。
在這種比較生動(dòng)的主題課過程中，孩子們不僅對(duì)所學(xué)知識(shí)的理解更加深刻了，而且全身心投入之下，他們自己就會(huì)生發(fā)出創(chuàng)造力，會(huì)感受到數(shù)學(xué)是一門有生命力的學(xué)科，自然地，也會(huì)對(duì)數(shù)學(xué)產(chǎn)生濃厚的興趣。
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中學(xué)數(shù)學(xué)直播回顧
?中學(xué)數(shù)學(xué)學(xué)什么？
?如何備戰(zhàn)IGCSE？
?A Level 數(shù)學(xué)如何與大學(xué)課程銜接？
?孩子英語不好，如何跟上數(shù)學(xué)課進(jìn)度？
在高年級(jí)數(shù)學(xué)課直播中，中學(xué)數(shù)學(xué)主任Mr. Jason Booth就以下幾個(gè)家長最為關(guān)心的問題，為我們?nèi)娼馕隽酥袑W(xué)數(shù)學(xué)課堂以及IGCSE數(shù)學(xué)備考等話題！
「?中學(xué)數(shù)學(xué)以培養(yǎng)學(xué)生的獨(dú)立探究和自主學(xué)習(xí)的能力為主」
Mr. Booth介紹到：
「 “在中學(xué)階段，我們會(huì)把課堂的主動(dòng)權(quán)交給教給學(xué)生，通過課堂的構(gòu)建以及反轉(zhuǎn)課堂等形式，讓學(xué)生自主研討分享交流他們學(xué)習(xí)的成果。” 」
在中學(xué)部，我們把數(shù)學(xué)分為四大主題——數(shù)，代數(shù)，幾何和統(tǒng)計(jì)。根據(jù)這幾個(gè)大主題的不同，融入雙語教學(xué)來幫助學(xué)生同時(shí)理解兩種語言下的教學(xué)。
一個(gè)明確的重點(diǎn)是幫助學(xué)生深入理解數(shù)學(xué)知識(shí)的底層邏輯。不僅僅是強(qiáng)調(diào)計(jì)算上的流暢，而是如何把數(shù)學(xué)知識(shí)運(yùn)用到實(shí)際生活中，應(yīng)用到他們未來的事業(yè)和生活中。
在Y6/G5和Y8/G7階段，我們根據(jù)學(xué)生不同的能力提供不一樣的雙語支持。雙語數(shù)學(xué)課+課堂上的雙語助教的雙重輔助模式，來幫助那些英語程度稍弱的同學(xué)能夠跟上大家學(xué)習(xí)的節(jié)奏。
當(dāng)學(xué)生進(jìn)入到Y(jié)9/G8-Y10/G9的時(shí)候，禮德生和國際生會(huì)接入兩套有著細(xì)微不同的課程框架。
禮德生的課程框架以中國課標(biāo)為指導(dǎo)，課程設(shè)計(jì)涵蓋了中國課標(biāo)和IGCSE的核心知識(shí)點(diǎn)，幫助在更具有包容性的學(xué)習(xí)環(huán)境中進(jìn)行深度學(xué)科探索，一周設(shè)有4節(jié)英語數(shù)學(xué)課和2節(jié)數(shù)學(xué)課。國際生的課程則專注于IGCSE的學(xué)科要求，一周設(shè)6節(jié)英語數(shù)學(xué)課。
? 如何備戰(zhàn)IGCSE數(shù)學(xué)？
升入十年級(jí)，禮德生會(huì)繼續(xù)回到英語主導(dǎo)的數(shù)學(xué)課，與國際生一同全力備戰(zhàn)IGCSE。
我們是劍橋考試局認(rèn)證的學(xué)校，因此我們會(huì)把劍橋課程與中國國家課程深度融合，所以學(xué)生能夠充分地準(zhǔn)備他們的考試，并保證學(xué)習(xí)內(nèi)容質(zhì)量。這樣的教學(xué)方法，能夠幫助我們的學(xué)生不僅為IGCSE考試做準(zhǔn)備，同時(shí)也能同步完成中國國家課程，兩者在某些領(lǐng)域既有不同也有相似之處。
中國國家課程，尤其注重代數(shù)和幾何，IGCSE課程更關(guān)注統(tǒng)計(jì)等主題。我們的課程設(shè)置會(huì)完全考慮到這些主題。
當(dāng)學(xué)生進(jìn)入十年級(jí)備戰(zhàn) IGCSE時(shí)，考試分為核心考試和擴(kuò)展考試兩類，學(xué)生會(huì)被分配到最適合他們能力的水平考試進(jìn)行評(píng)估。
? A Level 數(shù)學(xué)如何與大學(xué)課程銜接？
我們已經(jīng)在為IGCSE考試的變化，調(diào)整了我們的課程。
當(dāng)學(xué)生完成IGCSE數(shù)學(xué)考試，他們將會(huì)開始進(jìn)入A Level備考階段，最終以A Level成績申請(qǐng)進(jìn)入大學(xué)。這需要學(xué)生擁有較強(qiáng)的數(shù)學(xué)能力和英語能力，尤其是在力學(xué)和統(tǒng)計(jì)學(xué)方面。
A Level需要兩年持續(xù)學(xué)習(xí)，第一年是由純數(shù)學(xué)和力學(xué)組成的，第二年是由純數(shù)學(xué)、概率和統(tǒng)計(jì)學(xué)組成。全球的許多大學(xué)都對(duì)數(shù)學(xué)成績有要求，特別是和理科相關(guān)的專業(yè)，比如科技，工程還有數(shù)學(xué)專業(yè)等。這些專業(yè)，都要求學(xué)生的數(shù)學(xué)是A等級(jí)。
因此哈羅A Level課程將為他們未來選擇的專業(yè)打好數(shù)學(xué)基礎(chǔ)，將對(duì)他們大學(xué)階段的學(xué)習(xí)大有裨益。
? 孩子英語不好，如何跟上數(shù)學(xué)課進(jìn)度？
在哈羅?？诮虜?shù)學(xué)，我的感受是很開心的，我發(fā)現(xiàn)中國的學(xué)生會(huì)在核心數(shù)學(xué)技能普遍較好。他們很愿意深入學(xué)習(xí)，他們明白未來的職業(yè)規(guī)劃需要數(shù)學(xué)，數(shù)學(xué)將會(huì)為他們未來擇業(yè)打開更多方向。在這兩年的教學(xué)過程中，我發(fā)現(xiàn)我的學(xué)生都很勤奮+和專注，在我們的課堂上我經(jīng)常能看到哈羅學(xué)生互助的樣子。
特別是在班上學(xué)生水平不一的情況下，他們看到同伴遇到困難時(shí)，會(huì)非常樂意幫助彼此。互助也是他們謙虛的表現(xiàn)，這樣的方法不僅僅讓他們變成小老師，也進(jìn)一步加深了他們對(duì)知識(shí)點(diǎn)的理解。
在課后，22/23學(xué)年的沙夫茨伯里全獎(jiǎng)獲得者Tiger Matsushita也分享了他在哈羅學(xué)習(xí)數(shù)學(xué)的感受：
「“我十分享受學(xué)習(xí)數(shù)學(xué)知識(shí)的過程，我的IGCSE選課是計(jì)算機(jī)，歷史，經(jīng)濟(jì)和生物。基本上你能發(fā)現(xiàn)我的選課都和數(shù)學(xué)相關(guān)，我未來想學(xué)習(xí)的專業(yè)是科技領(lǐng)域。
哈羅?？诘臄?shù)學(xué)課堂，我認(rèn)為最大的特點(diǎn)就是老師為我們提供的自由又靈活學(xué)習(xí)環(huán)境。我剛開始入學(xué)的時(shí)候，我在數(shù)學(xué)上的學(xué)習(xí)已經(jīng)比同年級(jí)的很多同學(xué)要領(lǐng)先了，所以我的數(shù)學(xué)老師，會(huì)給我布置更難的數(shù)學(xué)任務(wù)，這種定制化的教學(xué)方法對(duì)于我這種想要學(xué)習(xí)更多數(shù)學(xué)知識(shí)的同學(xué)非常友好。未來我想去美國的大學(xué)深造，體驗(yàn)不一樣的學(xué)習(xí)生活，我的目標(biāo)是永遠(yuǎn)在進(jìn)步！”」
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從直播分享中我們發(fā)現(xiàn)，老師注重在教授孩子知識(shí)的同時(shí)，教會(huì)孩子更多的方法，多角度、多元化地培養(yǎng)孩子的思維能力，讓他們學(xué)得輕松自如，扎實(shí)高效，并在這個(gè)過程中我們發(fā)現(xiàn)每個(gè)孩子的閃光點(diǎn)，做好精準(zhǔn)定制化學(xué)習(xí)。
整場(chǎng)分享干貨滿滿，一篇文章很難涵蓋全貌，所以我們也特地把直播設(shè)置了回放，感興趣的家長們可以掃碼關(guān)注哈羅?？谝曨l號(hào)，回聽整期分享，切身感受哈羅數(shù)學(xué)之美。
Are maths lessons provided in international schools too simple?
What if my child doesn"t understand maths lessons taught in English? How can the school get students interested in maths from an early age?
How can we guide them to develop mathematical thinking?
......
At Harrow Haikou, maths is a subject that children love, and as parents recognise. It is crucial to their children"s further education. Harrow Haikou has launched two consecutive Maths Cloud Classes, featuring the Head of Maths Department of Harrow Haikou Lower and Upper Schools respectively. Parents were keen to ask questions during the live sessions and were impressed by the professionalism of Harrow"s maths teaching. Today we have summarised some of the key points shared in the live stream for those parents who couldn’t attend the event.
Review of Cloud Maths Class at Pre-Prep
? Taking the best of Chinese and Western teaching.
? Focusing on developing interest and mathematical thinking development.
? Using English for reasoning.
? Teachers can observe each student carefully.
?Taking the best of Chinese and Western maths teaching
Mr Mark Johnson, the Deputy Head of Lower School (Academic), introduced the features of bilingual maths teaching, the Pre-Prep school has bilingual teachers who work with the homeroom teachers.
「We combine the strengths of Chinese mathematics teaching methods with those of Western teaching to develop students" problem-solving skills and the ability to use mathematics in different contexts. Each week, the foreign teacher and the bilingual maths teacher prepare lessons together to ensure that the subject framework is consistent and that they learn from each other about Chinese and Western mathematical methods and applications.」
Mr. James Yin, the Bilingual Maths Teacher, is a supplement to maths teaching at Pre-Prep, rather than a replacement for homeroom teaching.
James Yin
Bilingual Maths Teacher
-Bachelor of the School of Mathematics and Statistics at the University of Melbourne
-Master of Education at Royal Melbourne Institute of Technology
-Registered teacher in the State of Victoria, Australia
-Former teacher at Thomas Carr - a local private school in Australia and the classes he taught have achieved the highest scores in the school
-Former Sixth Form teacher at Yew Wah International Education School in China
In Mr Yin"s classroom, the focus is on ensuring that students fully understand the maths taught in their mother tongue. When students learn maths in their mother tongue, they are able to illustrate their solutions first in their mother tongue and then in English. Mr. Yin is highly professional in Chinese pedagogy. We have witnessed the progress of many students.
As an international school that values bilingualism and biculturalism, the introduction of bilingual maths teachers can help us to build a truly complete and mature bilingual curriculum.
In the lesson preparation stage, the Chinese and foreign teaching teams work together to blend the academic rigor and difficulty of the Chinese maths curriculum with the foreign maths curriculum that focuses on developing divergent thinking and problem-solving skills. Ultimately this could lead to a mature mathematics curriculum, which would use students" cognitive development in the first language to facilitate the acquisition of subject skills in the second language.
——Ken Du
Director of Bilingual Education (Whole School)
?Mathematical thinking is needed in daily life
How do we teach maths?
In the live stream, the teacher uses a concrete example from teaching to help parents understand the teaching logic and gives examples of the Concrete-Representational-Abstract approach to teaching maths.
Students are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, base ten blocks, fraction bars, etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually visual representations of the concrete objects they were using.
The day of online session was also World Maths Day; our Pre-Prep maths team prepared lots of fun activities, scavenger hunts, puzzle-solving games and more to inspire the children to work together to find the answers.
In lively themed lessons, children not only gain a deeper understanding of what they are learning, but they also gain more creativity and realise that mathematics is a living subject and, naturally, develop a strong interest in it.
Review of Cloud Maths Class at Upper School
? What to study in maths at Upper School?
? How to prepare for IGCSE tests?
? How does A Level Maths link to university courses?
? How do students who are not proficient enough in English keep up with their maths lessons?
In the live maths lesson, Mr. Jason Booth, the Head of the Maths Department at Upper School, gave us a comprehensive overview of the following topics on the maths classes for Upper School students and IGCSE maths preparation that parents are most concerned about.
? Teaching maths at the Upper School focuses on developing students" independent inquiry and self-directed learning skills.
「Mr. Booth explains, "At the secondary level, we give the initiative of the classroom to the students to teach them and allow them to share and communicate their learning through independent workshops."」
At the Upper School, we divide maths into four main topics - number, algebra, geometry, and statistics.
Depending on these broad topics, bilingualism is incorporated to help students understand the teaching in both languages.
A clear emphasis is placed on helping students to gain a deeper understanding of the underlying logic of the knowledge. It is not just about faster calculations, but about how to apply mathematical knowledge to real-life situations and to their future careers and lives.
At Y6/G5 and Y8/G7, we provide different bilingual support depending on the ability of the students.
Bilingual maths lessons are combined with a bilingual teaching assistant in the classroom to help those students who are less able to speak English to keep up with the pace of learning for everyone.
As students move into Y9/G8-Y10/G9, students at Harrow Innovation and Leadership Academy (HILA) and Harrow International School (HIS) are provided with two slightly different curriculum frameworks.
The curriculum framework for HILA students is guided by the Chinese Curriculum and is designed to cover the core knowledge of both the Chinese Curriculum and IGCSE to aid in-depth subject exploration in a more inclusive learning environment. Four English Maths lessons and two Maths lessons are provided for HILA students a week. For international students, the curriculum focuses on the subject requirements of IGCSE, with 6 English Maths lessons a week.
?How students can prepare for their IGCSE tests?
As they move into Year 10, HILA students will continue to return to English-led maths classes and prepare fully for their IGCSEs alongside international students.
Harrow Haikou is a Cambridge Assessment International Education (CAIE) accredited school, so we integrate the Cambridge curriculum deeply with the Chinese National Curriculum (CNC) so that students are fully prepared for their exams and are assured of the quality of the content they are studying. This approach helps our students not only prepare for their IGCSE tests, but also complete the Chinese National Curriculum at the same time.
CNC focuses particularly on algebra and geometry, with the IGCSE course focusing more on topics such as statistics. Our curriculum takes these topics fully into account.
When students enter Year 10 in preparation for IGCSE, the tests are divided into two categories, Core and Extended, and students are allocated to the level test that best suits their ability.
?How does A Level Maths link to university courses?
We are already adapting our curriculum to the changes in IGCSE tests.
Once students have completed their IGCSE maths test, they will begin their A Level preparation and eventually apply for entry to university with A Level results. This requires students to have strong mathematical skills and English language skills, particularly in mechanics and statistics.
A Level requires two years of continuous study, with the first year consisting of pure mathematics and mechanics and the second year consisting of pure mathematics, probability, and statistics. Many universities around the world require a grade in mathematics, especially in science-related subjects such as technology, engineering, and mathematics. For these subjects, students are required to achieve a grade of A in Mathematics.
The Harrow A Level course will therefore provide them with a good foundation in mathematics for their chosen future studies.
? How do students who are not proficient enough in English keep up with their maths lessons?
I find it very enjoyable to teach maths at Harrow Haikou and I find that Chinese students will generally be better at core maths skills.
They are very willing to study in depth and they understand that Maths will provide them with more opportunities for their future career choices. During these two years of teaching, I have found my students to be hardworking and dedicated, and I can often see Harrow students helping each other in our classrooms.
They are very willing to help each other when they see their peers struggling, especially when the class is of varying levels. Helping each other is not only a sign of their good qualities, but it can also further their understanding of knowledge.
After the class, Tiger Matsushita, the Shaftesbury scholarship winner for the 22/23 Academic Year, shared his feelings about studying maths at Harrow:
“I really enjoyed learning about maths and my IGCSE options are computing, history, economics and biology. You can find that my course selection is basically related to maths, and the field I want to study in the future is technology.
I think the main feature of the maths classes at Harrow Haikou is the free yet flexible learning environment that the teachers provide for us. When I first joined the school, I was already ahead of many of my classmates in maths. So, my maths teacher would give me higher level maths tasks and this approach was very good for me. In the future, I want to study at a university in the United States to experience a different kind of learning life, and my goal is to always be improving!”
From the sharing, we found that the teachers focus on teaching the children and developing their thinking skills in many ways at the same time. In the process, we discovered the strengths of each child and were able to develop a teaching plan to suit each child"s situation.
The whole sharing session provides a lot of information. To help parents access the full content, we have also prepared a replay of the live stream. Parents can scan the QR code below to follow the account of Harrow Haikou to view the whole session.
關(guān)鍵詞：
營業(yè)執(zhí)照公示信息