佛山市諾德安達學校——讓學生愛上不一樣的數(shù)學課 | Find Fun in Studying Mat

來源：好上學 ??時間：2024-03-18

作為三大主科的數(shù)學，一直以來讓學生和家長們“又愛又恨”。在大數(shù)據(jù)時代的信息化社會，數(shù)學學習的重要性不言而喻，但學不得法，往往讓孩子們深陷盲目刷題和單純追求分數(shù)的沼澤，一不小心更容易產(chǎn)生對數(shù)學學習的厭倦情緒。我校數(shù)學學科組長、諾德安達中國雙語學院中學數(shù)學負責人陳老師通過訪談學生和家長的形式，將為大家解讀不一樣的數(shù)學課。

數(shù)學學科組長

諾德安達中國雙語學院中學數(shù)學負責人

1. 經(jīng)過兩個月的學習，你認為目前的數(shù)學課程中，最特別之處是什么?

學生：雙語教學，學數(shù)學的同時還學了英語;同學可以跟老師平等相處。在課堂上老師鼓勵同學互相討論數(shù)學問題，這種輕松愉悅的氛圍和自主的學習模式，很容易讓學生全身心投入到學習中去。

Ivan老師：我認為教師應該是傳授客觀真理的專家，通過設計不同的教學互動，鼓勵學生發(fā)揮學習積極性;在我的課堂上，學生與老師平等相處是教學的前提和關鍵。

2. 經(jīng)過兩個月的學習，你認為孩子在學習數(shù)學過程中，出現(xiàn)了哪些改變?

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

Ivan老師： 當作為權威的老師提出問題或發(fā)起討論的時候，多數(shù)學生都不會特別積極地參與其中。學生或許認為向老師提出不一致的觀點是失禮的表現(xiàn)，所以長久以來，學生的角色大多數(shù)是傾聽者和跟隨者，而老師則是課堂的中心，是學生知識的主要來源，導致學生缺乏主動性和創(chuàng)新意識。數(shù)學課程的改革應該將老師的定位從課堂的權威、課堂教學步驟的決定者和主要執(zhí)行者，變?yōu)閷W生學習的指導者、答疑解惑者，調動起每一位學生的學習積極性和主動性。我們鼓勵數(shù)學閱讀，激發(fā)孩子對數(shù)學的興趣。我們每學期鼓勵學生閱讀4本數(shù)學課外書。本學期開學初，同學們完成《不可思議的數(shù)》的讀書任務，并在班上分享了自己的讀書筆記。

(課外閱讀書籍)

3.就你個人而言，你認為學習數(shù)學需要大量做題嗎?

學生：有針對性的做是必要的，搞通搞透是目標;盲目大量刷就不值得。

Ivan老師：應試策略以題海戰(zhàn)術為重點，通過反復訓練考點，提高對解題速度。但是，題海戰(zhàn)術難以提高解題的準確度。這個道理，就好比一個不懂游泳的人，企圖通過不斷換游泳池來提高技巧。如果我們希望學生獲得啟發(fā)，能夠有創(chuàng)意地解決問題并克服事物的復雜性，那么，知道事實還不夠——其關鍵在于概念性理解。概念為本 (concept-based curriculum) 的課程重新攫取學生與生俱來對世界的好奇心，并提供吸引心神投入的驚喜感受。

4. 就你的個人而言，數(shù)學老師符合你當初的期望嗎?

學生：入學時沒有特別想過這個問題。

家長：“嚴格要求”這方面超出期望，本來以為國際學校這方面可能會偏松。現(xiàn)對數(shù)學教學感到放心，比較有體系，各科目中首先引入分層教學的。

5.你對未來國際高中的數(shù)學學習有信心嗎?

學生：覺得自己達到良好水平的問題不大，但要達到優(yōu)秀尚需大大的努力。

家長：對數(shù)學學科這塊與國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)學考試的高材生。在此文末尾，Ivan老師給大家推薦一個數(shù)學“燒腦”游戲 – 漢諾塔。有興趣的家長可以與孩子一起通過游戲學習數(shù)學，讓我們共同幫助孩子們愛上數(shù)學!

漢諾塔(The tower of Hanoi )問題源自印度一個古老傳說：大梵天創(chuàng)造世界時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。大梵天命令婆羅門把圓盤從下面開始按大小順序重新擺放在另一根柱子上。并且規(guī)定，在小圓盤上不能放大圓盤，在三根柱子之間一次只能移動一個圓盤。

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個圓盤，現(xiàn)要求將A柱子上的圓盤移到C柱子上去，期間只有一個原則：一次只能移到一個盤子且大盤子不能在小盤子上面，求移動的步驟和移動的次數(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.