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爱女曾为安省数学教纲的受害者

来源: 梁楚怡,Joy Liang

近期公布的安省数学统考成绩显示,六年级学生的数学成绩连续5年呈下降趋势。据教育人士分析,安省的数学大纲出现问题,即它过分强调学生的创造力和解决问题的能力,但却忽视了学生的数学基本技能。

The math scores of Ontario EQAO test results for Grade 6 students have declined for the 5th year in a row. According to educators, the math curriculum, which overemphasizes creativity and problem-solving techniques while ignoring the core math skills, seems to be the culprit.

 除此之外,所谓的发现式学习方式,即学生用自我学习方式来探索解决应用数学题的方法,引起家长们的强烈不满以及严厉批评。

Aside from this problem, the so-called discovery learning, where students use their own learning styles to explore the math word problems, has received fierce complaints and criticism from parents.

我就是一名对安省数学教学方法深感不满的家长。我亲眼目睹了我的女儿成了安省教学大纲的受害者,在她的初中岁月中,因数学成绩落后而痛苦不堪。

I am one of the parents who is frustrated with the approach that math is taught at schools. I witnessed my daughter struggling with disappointing math test results as the Ontario math curriculum failed her in her junior high school years.

三年前,我女儿从小学毕业后,我发现她不会背诵乘法口诀,也不会使用乘法口诀作简单的乘法。早在中国,不会背乘法口诀根本无法从小学3年级毕业。每每看到她在做乘法前,慌慌张张地拔出计算器乱按一番,我不禁黯然焦虑,对她的数学感到万分担忧。

Three years ago, when my daughter graduated from her elementary school, I was shocked to find she wasn’t able to do a simple multiplication task by using the time table. Back in China, you cannot even pass grade 3 without memorizing it by heart. Seeing her scrambling to pull out a calculator for a simple multiplication task, I was very worried.

果然,她的7年级数学一塌糊涂。我了解到她的学校制定了更高水平的数学教学大纲,给学生们出的应用题难度更高。她常常为某道题目所难倒,经常化上几个小时琢磨答案。

Unsurprisingly, she was struggling with her math at Grade 7. I learned that her school set up an even higher level of curriculum standards, which required students to face more challenging word questions. She frequently struggled with a single question, spending hours on end trying to solve it.

但尽管花了很多时间下去,她的数学测验还是经常在及格水平上下浮动,多数成绩为50 60分。每当她的数学测验成绩揭晓,我就会受到她的求救电话。

But despite the effort, she constantly failed her math tests – with marks mostly around the 50s or 60s, and I frequently received her distressed phone calls whenever her test results came out.

“我又考砸了……我也不知道为什么…….真的不知道……我已经做了最大努力……我想我是学不好数学了…….它实在太难了。”她断断续续的抽泣声充满了痛苦和沮丧。我发现她对数学测验感到特别紧张,每当她数学测验来临,她甚至紧张地睡不好觉。

“I failed again… I don’t know why mom… I really don’t know why… I tried my best… I think I am just unable to handle math… it seems too difficult,” her sobbing voice was full of pain and disappointment. I found that math became a major stressor in her life, to the point that she had hard time falling asleep the night before the test.

她是否会彻底放弃数学?我感到必须稳住她的情绪,而首先要帮她分析问题,然后帮她树立信心。但不管她当时多么缺乏自信,我坚信她有足够的才智学好数学。

I sensed that she was on verge of giving up math altogether.  I felt an urgent need to calm her down, help her analyse the problem and restore her confidence.  But however low her self esteem was at the time, I firmly believed that she was anything but stupid.

在检查了她的数学测验后,我发现她并没有掌握解答应用题的技巧。显然,解答应用题的过程是一个训练培养逻辑思维的过程。应从问题提问下手,一步步地顺藤摸瓜,直至利用问题给出的信息解出答案。

After reviewing her math tests, I found that she didn’t follow a logical process to solve word questions. Apparently, solving a word question is a process of identifying and collecting required facts -- starting from the answer you are looking for, all the way back to the information available.

可是她并没有培养起这类解题思路。她总是盲目地抓住题目中给出的条件乱算一起,毫不理解进行这类计算的目的为何。

But instead, she often scrambled to do some instant calculations based on whatever information she could grab, completely unaware of what the purpose of doing these calculations were.

显然,她的“发掘和探索”解题法,即随机地利用问题给出的信息进行毫无目的的计算,根本无法达到解题的目的,却只能让她倍感沮丧失败。

Apparently, the “discovery” she explored by randomly retrieving information at hand did not lead to success, but to frustration and disappointment instead.

肯定需要额外辅导。我认识到,如果不给她提供额外辅导,她的数学将无药可救。我咬了咬牙,从不宽裕的收入中挤出了一笔“数学辅导资金”。花了一笔可观的辅导资金,并下很功夫大量练习后,更重要的是,着重解题思路的培养后,她的数学成绩有大幅提高。

She certainly needed extra help. I figured that it was extra training or complete failure.  I gritted my teeth, and squeezed out a tutoring fund from a tight budget. After a substantial amount of money, extensive math drills and more importantly, training on the skills to solve word problems, her math test scores improved significantly.

8年级后,她的数学成绩达到70分。9年级她上了高级数学课后,她的数学成绩经常在80分以上。即使偶尔得了70分,这一在7年级时能让她感到值得庆贺的成绩,则让她感到丢脸了。

Entering Gr.8, she began to get 70s. After she enrolled herself in the academic stream in Gr. 9, she constantly stayed in the 80s. And 70s, the marks that would be worth a celebration in Gr.7, now seemed to be a disgrace to her.

但尽管9年级数学难度增大,她的数学成绩突出。她的老师请她辅导数学成绩不佳的学生。虽然她在班上的数学并非最顶尖,但她的EQAO成绩斐然。在她自学了10年级数学后,她在自学教学中心(ILC)考试获得了98分的高分!

But despite increased difficulty of Gr.9 math, she became a math high achiever. She was asked by the teacher to tutor students slow on the subject. While she was not the very top in her class, she was doing extremely well on her EQAO. And she scored an amazing 98 at Gr. 10 math final exam at ILC (Independent Learning Centre) , after learned the subject herself.

目前,数学成了她喜爱的科目。当她告诉她新校中10年级同学说她在7年级时数学几乎不及格时,她的同学都不相信。

Now, math is her favourite subject. When she told her G.10 classmates in her new school that she almost failed her math at Grade 7, nobody seemed to believe it.

我将她目前的成功归公于数学辅导教师,以及她本人的努力。但我也暗自庆幸自己能及时发现她的数学所存在问题,并及时为她提供帮助。

In hindsight, I credit her tutors and her relentless efforts for her achievement, and I credit myself for detecting her problems at an earlier stage and seeking help for her immediately.

但我更庆幸她没有像其他许多学生那样,因安省教学大纲受害并放弃数学。

Moreover, I feel blessed that she did not become one of those students who are failed by the Ontario curriculum.

  

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