佛山市諾德安達(dá)學(xué)?！寣W(xué)生愛(ài)上不一樣的數(shù)學(xué)課 | Find Fun in Studying Mat

來(lái)源：好上學(xué) ??時(shí)間：2024-03-18

作為三大主科的數(shù)學(xué)，一直以來(lái)讓學(xué)生和家長(zhǎng)們“又愛(ài)又恨”。在大數(shù)據(jù)時(shí)代的信息化社會(huì)，數(shù)學(xué)學(xué)習(xí)的重要性不言而喻，但學(xué)不得法，往往讓孩子們深陷盲目刷題和單純追求分?jǐn)?shù)的沼澤，一不小心更容易產(chǎn)生對(duì)數(shù)學(xué)學(xué)習(xí)的厭倦情緒。我校數(shù)學(xué)學(xué)科組長(zhǎng)、諾德安達(dá)中國(guó)雙語(yǔ)學(xué)院中學(xué)數(shù)學(xué)負(fù)責(zé)人陳老師通過(guò)訪(fǎng)談學(xué)生和家長(zhǎng)的形式，將為大家解讀不一樣的數(shù)學(xué)課。

數(shù)學(xué)學(xué)科組長(zhǎng)

諾德安達(dá)中國(guó)雙語(yǔ)學(xué)院中學(xué)數(shù)學(xué)負(fù)責(zé)人

1. 經(jīng)過(guò)兩個(gè)月的學(xué)習(xí)，你認(rèn)為目前的數(shù)學(xué)課程中，最特別之處是什么?

學(xué)生：雙語(yǔ)教學(xué)，學(xué)數(shù)學(xué)的同時(shí)還學(xué)了英語(yǔ);同學(xué)可以跟老師平等相處。在課堂上老師鼓勵(lì)同學(xué)互相討論數(shù)學(xué)問(wèn)題，這種輕松愉悅的氛圍和自主的學(xué)習(xí)模式，很容易讓學(xué)生全身心投入到學(xué)習(xí)中去。

Ivan老師：我認(rèn)為教師應(yīng)該是傳授客觀(guān)真理的專(zhuān)家，通過(guò)設(shè)計(jì)不同的教學(xué)互動(dòng)，鼓勵(lì)學(xué)生發(fā)揮學(xué)習(xí)積極性;在我的課堂上，學(xué)生與老師平等相處是教學(xué)的前提和關(guān)鍵。

2. 經(jīng)過(guò)兩個(gè)月的學(xué)習(xí)，你認(rèn)為孩子在學(xué)習(xí)數(shù)學(xué)過(guò)程中，出現(xiàn)了哪些改變?

家長(zhǎng)：孩子的自主學(xué)習(xí)能力和克服困難的毅力提高了，比以前投入更多時(shí)間鉆研數(shù)學(xué)，數(shù)學(xué)學(xué)習(xí)興趣也提高了許多。

Ivan老師： 當(dāng)作為權(quán)威的老師提出問(wèn)題或發(fā)起討論的時(shí)候，多數(shù)學(xué)生都不會(huì)特別積極地參與其中。學(xué)生或許認(rèn)為向老師提出不一致的觀(guān)點(diǎn)是失禮的表現(xiàn)，所以長(zhǎng)久以來(lái)，學(xué)生的角色大多數(shù)是傾聽(tīng)者和跟隨者，而老師則是課堂的中心，是學(xué)生知識(shí)的主要來(lái)源，導(dǎo)致學(xué)生缺乏主動(dòng)性和創(chuàng)新意識(shí)。數(shù)學(xué)課程的改革應(yīng)該將老師的定位從課堂的權(quán)威、課堂教學(xué)步驟的決定者和主要執(zhí)行者，變?yōu)閷W(xué)生學(xué)習(xí)的指導(dǎo)者、答疑解惑者，調(diào)動(dòng)起每一位學(xué)生的學(xué)習(xí)積極性和主動(dòng)性。我們鼓勵(lì)數(shù)學(xué)閱讀，激發(fā)孩子對(duì)數(shù)學(xué)的興趣。我們每學(xué)期鼓勵(lì)學(xué)生閱讀4本數(shù)學(xué)課外書(shū)。本學(xué)期開(kāi)學(xué)初，同學(xué)們完成《不可思議的數(shù)》的讀書(shū)任務(wù)，并在班上分享了自己的讀書(shū)筆記。

(課外閱讀書(shū)籍)

3.就你個(gè)人而言，你認(rèn)為學(xué)習(xí)數(shù)學(xué)需要大量做題嗎?

學(xué)生：有針對(duì)性的做是必要的，搞通搞透是目標(biāo);盲目大量刷就不值得。

Ivan老師：應(yīng)試策略以題海戰(zhàn)術(shù)為重點(diǎn)，通過(guò)反復(fù)訓(xùn)練考點(diǎn)，提高對(duì)解題速度。但是，題海戰(zhàn)術(shù)難以提高解題的準(zhǔn)確度。這個(gè)道理，就好比一個(gè)不懂游泳的人，企圖通過(guò)不斷換游泳池來(lái)提高技巧。如果我們希望學(xué)生獲得啟發(fā)，能夠有創(chuàng)意地解決問(wèn)題并克服事物的復(fù)雜性，那么，知道事實(shí)還不夠——其關(guān)鍵在于概念性理解。概念為本 (concept-based curriculum) 的課程重新攫取學(xué)生與生俱來(lái)對(duì)世界的好奇心，并提供吸引心神投入的驚喜感受。

4. 就你的個(gè)人而言，數(shù)學(xué)老師符合你當(dāng)初的期望嗎?

學(xué)生：入學(xué)時(shí)沒(méi)有特別想過(guò)這個(gè)問(wèn)題。

家長(zhǎng)：“嚴(yán)格要求”這方面超出期望，本來(lái)以為國(guó)際學(xué)校這方面可能會(huì)偏松?，F(xiàn)對(duì)數(shù)學(xué)教學(xué)感到放心，比較有體系，各科目中首先引入分層教學(xué)的。

5.你對(duì)未來(lái)國(guó)際高中的數(shù)學(xué)學(xué)習(xí)有信心嗎?

學(xué)生：覺(jué)得自己達(dá)到良好水平的問(wèn)題不大，但要達(dá)到優(yōu)秀尚需大大的努力。

家長(zhǎng)：對(duì)數(shù)學(xué)學(xué)科這塊與國(guó)際高中課程的銜接比較有信心。

Ivan老師培養(yǎng)了很多A level 和AP數(shù)學(xué)考試的高材生。在此文末尾，Ivan老師給大家推薦一個(gè)數(shù)學(xué)“燒腦”游戲 – 漢諾塔。有興趣的家長(zhǎng)可以與孩子一起通過(guò)游戲?qū)W習(xí)數(shù)學(xué)，讓我們共同幫助孩子們愛(ài)上數(shù)學(xué)!

漢諾塔(The tower of Hanoi )問(wèn)題源自印度一個(gè)古老傳說(shuō)：大梵天創(chuàng)造世界時(shí)做了三根金剛石柱子，一根柱子從下往上按照大小順序摞著64片黃金圓盤(pán)。大梵天命令婆羅門(mén)把圓盤(pán)從下面開(kāi)始按大小順序重新擺放在另一根柱子上。并且規(guī)定，在小圓盤(pán)上不能放大圓盤(pán)，在三根柱子之間一次只能移動(dòng)一個(gè)圓盤(pán)。

如下圖所示，從左到右有A、B、C三根柱子，其中A柱子上面有從小疊到大的n個(gè)圓盤(pán)，現(xiàn)要求將A柱子上的圓盤(pán)移到C柱子上去，期間只有一個(gè)原則：一次只能移到一個(gè)盤(pán)子且大盤(pán)子不能在小盤(pán)子上面，求移動(dòng)的步驟和移動(dòng)的次數(shù)。

感謝Ivan老師為本文提供內(nèi)容

Students and parents have complicated feeling towards learning Mathematics, one of the main subjects in our curriculum. It is an essential subject in modern society, yet many students find it challenging. Facing those difficult mathematics questions and exam papers, some students might even feel bored or reluctant to continue. Here, our subject leader and NAE China Bilingual Academy secondary school community Manager Mr. Ivan Chen would like to show you how we help students learn math in NAS Foshan.

Math Subject Leader

NAE China Bilingual Academy secondary school community Manager

1.What’s so special in mathematics learning in NAS Foshan?

Student: The specialty here is bilingual mathematics. We use both English and Chinese to learn the subject. Mr. Ivan Chen encourages and motivates us to discuss math questions in class.

Mr. Ivan Chen: I think teachers should design activities that are student-centered. Equality is the key in my class.

2. What has been changed since your child joined NAS Foshan, in terms of math learning?

Parent: My child is now willing to spend more time in learning.

Mr. Ivan Chen: When a teacher is being seen as an authority, many students might be reluctant to participate in class discussion. Students are listeners and followers in traditional classes. However, I believe that teachers should be facilitators and classes need to be student-centered, in order to motivate students to learn. I encourage math reading. Secondary students have already finished one book so far and three more to go for this semester.

(Extracurricular Reading Books)

3. What do you think of practicing exam skills?

Student: It’s necessary to practise exam skills but it must come with a purpose. We need to understand the reason behind each math question.

Mr. Ivan Chen: Practising exam skill helps improve the speed of finishing exam, but it’s not enough to improve accuracy. It’s essential to understand the concept of the subject, in order to arouse curiosity.

4. Do you think math learning in NAS Foshan is at your expectation?

Student: I haven’t really thought about that.

Parent: I’m actually quite surprised about its high standard and teachers being strict to students. I thought international education tended to have lower requirement for math learning.

5. What do you think of your future study in NAS Foshan?

Student: I think it should be relatively easy for me to pass but I'll need to work harder to achieve higher grade.

Parent: I'm quite confident that my child could achieve exellence in our school.

Mr. Ivan Chen would like to show parents and students a mathematics game here and hope that we can all enjoy math learning through games. Enjoy the following exercise!

According to the legend of the Tower of Hanoi (originally the "Tower of Brahma" in a temple in the Indian city of Benares), the temple priests are to transfer a tower consisting of 64 fragile disks of gold from one part of the temple to another, one disk at a time. The disks are arranged in order, no two of them the same size, with the largest on the bottom and the smallest on top. Because of their fragility, a larger disk may never be placed on a smaller one, and there is only one intermediate location where disks can be temporarily placed. It is said that before the priests complete their task the temple will crumble into dust and the world will vanish in a clap of thunder. Does this make mathematical sense?

In the classic math problem, there are three posts. Disks of different sizes (call the number of disks "n") are placed on the left-hand post, arranged by size with the smallest on top. You are to transfer all the disks to the right-hand post in the fewest possible moves, without ever placing a larger disk on a smaller one. One move is considered to be moving one disk from one post to another post.