暨有我师| 内地课程怎么和香港课程融合？这个作为羽毛球高手的数学老师告诉你！

港籍数学老师Maco Sir具有极强的人格魅力和亲和力。作为早年中国恢复高考后的第一批千军万马过独木桥的天之骄子，Maco毅然加入师范学院，一步一步实现从小就许下的从事数学教育事业的人生理想。至今他在教育行业已经深耕近30年，但对教育的热忱丝毫不减。他的积极态度对学生、乃至对年轻教师都有精神上的鼓舞。

数学是逻辑抽象思维学科，如何让学生越学越起劲，感受到逻辑的魅力？多年的经验教学令Maco游刃有余，教学形式生动有趣。堂上除了讨论外，抢答，打擂台等不同的形式，Maco还会介绍如中外数学家如阿基米德和祖冲之父子，树立学生爱国主义思想和民族自豪感，提高学习数学的自信心和乐趣。

▲Maco Sir开设学术擂台

谈到数学内地课程和香港课程的区别，Maco认为内地课程较为深入，难度较大，而香港课程涉及面较广，关联香港民生与经济，就连税收制度也透过数学仔细讲解。Maco 综合两者的优点，“学校以香港教材为主。为了提高学生的能力，我会引入内地教材中配套的内容加深学生对于知识点的理解。如一元二次方程结束后，我会接着讲授内地教材二次函数，而香港教材三角比内容结束后，我会引入单位圆介绍三角函数等，让学习环节更加连贯，综合性更强，而学生的理解也更加透彻。”

Maco还提到，两地的知识可能叫法不同，但实质内容相同。学生很享受这个发现不同叫法的过程，甚至会主动探索别的地区或国家对于这个知识点的不同叫法。比如，同学会探究乘法口诀在全世界范国围内的异同，放眼望去，这九九歌在我国五六发岁小孩都琅琅上口的寻常之物，却是千百年文明的结晶。通过数学探究，同学们认识到中华文明源远流长，博大精深，加深了对国家和中华文明的热爱，提高了作为中国人的文化自信心。

▲Maco Sir参与到学生的探究展中

在ASJ，为了满足不同学习水平学生的需求，初中数学进行了分层教学。在分层教学当中，Maco采用每星期一小测的方式，实时地检测学生的学习状态，一月下来把成绩汇总，奖励前十名和进步奖。如此，Maco对各个同学的状态了如指掌，并提出针对性的意见，一个阶段下来，学生能清晰地感受到数学逻辑能力的提高。

▲Maco Sir给学生奖励

在任何课间来到ASJ，无论是走廊、空地还是羽毛球场，你都能看到学生乐此不疲挥舞羽毛球拍的身影；而这一股羽毛球运动的旋风，正是由这位羽毛球业余冠军刮起。除了中学部数学老师，他在ASJ还有另一个身份，那就是羽毛球校队教练。他为校队成员制定了一系列训练计划，其中有一项就是晨练。

Maco Sir透露，他并没有要求队员们一定要参加晨练，但无论是晴天雨天，他都会在ASJ操场等待着大家的到来。他坚持不懈、持之以恒的态度，影响了不少校队队员。“因为我，不少同学能有机会说，‘我见过早晨6点的宁静校园’。”他笑说。通过细致的训练，校队已经有了阶段性收获。在全校教职工对阵羽毛球小将比赛中，小将们精湛球技获得观众连连喝彩，甚至夺得了比赛的胜利。队员们通过参加晨练感受到了体能的提高，而从体育中学习到“永不放弃”的精神也延续到学习和日常生活中。

IB要求学生深入探究，做一个终身学习者。为了让学生学以致用，感受数学的魅力，Maco巧妙地将羽毛球比赛和MYP探究教学理念结合，《如何制定羽毛球比赛的策划报告》就是其中一个课题。一场比赛不是想象中的简单，人力资源，资金运用，赛程安排各方面都在考验学生的功底。他教的三个年级的同学自行举办一次又一次的羽毛球比赛，加深队统计、一元二次方程等理论的理解，最终在学业上、在体育比赛上都获得了巨大的成就感。

“体教合一”是与世界教育接轨的重要一环，体育运动将给予学生“坚毅、认真、不怕难”的生命力，学生获得的不单是奖项，还有经历和视野。为此ASJ充分发挥十五年一贯制教育体系的优势，着力实施“运动苗圃”的教育理念。Maco通过校羽毛球队的训练，锻炼学生的体力和毅力，学生参与其中，在运动和学业上都将获得杰出的成就。

▲Maco Sir和他的校羽毛球队队员们

Hong Kong math teacher Mr. Maco is very charming and easygoing. As one of the first batch of excellent students to take part in China’s resumed college entrance examinations, Mr. Maco attended a normal university determinedly, realizing step by step his life ambition of pursuing a career in mathematics education, which he had promised since childhood. So far, he has been in the education field for nearly 30 years, but his enthusiasm for education has not diminished. His positive attitude is a spiritual inspiration to his students, and indeed to young teachers.

Mathematics is a logical and abstract subject. How do you get students more and more excited about learning and feeling the appeal of logic? With years of experience in teaching, Mr. Maco is well versed in teaching in a lively and interesting style. In addition to discussions, quizzes, and games, Mr. Maco also introduces mathematicians and biographies of people such as Archimedes, and the ancient Chinese mathematicians Zu’s father and son, building students’ patriotism and national pride and increasing their self-confidence and enjoyment of learning mathematics.

▲the classes of Mr. Maco

When taking about the difference of math curriculum between mainland and Hong Kong, Mr. Maco said that the mainland curriculum is more comprehensive and difficult, while the Hong Kong curriculum is more extensive, with a particular focus on real-life situations, relating to Hong Kong’s livelihood and economy, and even the taxation system is carefully explained through mathematics. To enhance students’ ability, I will introduce content from the mainland textbook to deepen their understanding of the konwledge. For example, after the quadratic equation, I will then start a lesson on the quadratic function of the mainland textbook, while after the trigonometric ratio content of the Hong Kong textbook, I will introduce the unit circle to introduce the trigonometric function, etc. This makes the learning session more coherent and comprehensive, and students can have a better understanding about the knowledge.”

Mr. Maco also mentioned that the knowledge in the two regions may be called differently, but the contents are the same. Taking the exploration of the similarities and differences of multiplication formulas around the world as an example, these ninety-nine songs are catchy for five or six-year-old children in our country, but they are the crystallization of thousands of years of civilization. Through mathematics teaching, students' love for the country and Chinese civilization can be deepened, and their cultural self-confidence as a Chinese can be enhanced. Students enjoy the process of discovering the differences and even take the initiative to explore the differences of the knowledge in other regions or countries, indirectly deepening their impressions of the knowledge and at the same time experiencing the diverse mathematical cultures of different regions.

▲Mr. Maco gave comments on students' UOI exhibition

At ASJ, Mathematics is taught in a tiered manner to meet the needs of students at different learning levels. In the tiered teaching, Mr. Maco uses weekly quizzes to check students’ learning status in real time, and then sum up the results in January to reward the top 10 students and students who made progress. Mr. Maco has a clear picture of each student’s leaning and then makes specific suggestions. In this way, students can improve their math logical ability.

▲Mr. Maco rewarded the top students

When you come to ASJ between classes, whether it’s in the corridor, the open space or the badminton court, you’ll see students wielding badminton rackets with gusto; and it’s this amateur badminton champion who has started this trend. As well as being a math teacher in the secondary school, he also coaches the varsity badminton team at ASJ. He has a series of training programs for the team members, one of which is morning practice.

Mr. Maco revealed that he does not require his players to attend morning practice, but he is always waiting for them at the ASJ playground, be it rainy or sunny. His persistent and consistent attitude has influenced many of his varsity team members. “Because of me, quite a few students have been able to have the opportunity to say, ‘I’ve seen a peaceful campus at 6 am’.” he said. Through meticulous training, the varsity team has hit its stride. In the all-school staff versus badminton juniors competition, the juniors’ superb skills were applauded by the audience and even won the match. The team members have been able to improve their fitness by participating in the morning practice and the ‘never give up’ spirit they have learnt from sport has carried over into their studies and daily lives.

IB requires students to explore deeply and be lifelong learners. In order to make students apply their learning and experience the magic of mathematics into practice, Mr. Maco cleverly combined the badminton tournament with the MYP inquiry teaching concept by asking students to submit a planning report on the development of a class-based badminton tournament. A tournament is not as simple as one might think, with human resources, use of funds and scheduling all aspects of the game testing the students’ skills. The students organized one badminton tournament after another on their own, deepening their understanding of theories such as statistics and quadratic equations and gaining a great sense of achievement in academy and sports.

“Sports and Education in One” is an important part of global education, and sports will give students the vitality of “perseverance, seriousness, and fearlessness”. Students will gain not only awards but also experience and vision. ASJ will take full advantage of its 15-year continuous syllabus to implement the “Sports Rising Stars Program”. Mr. Maco’s badminton team is a great way for students to develop their physical strength and perseverance, and their participation in the team will lead to outstanding athletic and academic success.

▲Mr. Maco is the coach of the ASJ badminton team