校长寄语|我深信每个学生皆可成才

发表时间:2021-11-21 16:05作者:暨大港澳子弟学校
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# 校长寄语

我深信每个学生皆可成才

Every students can be successful.


编者按:你知道吗?每个学生都有不同的学习风格和学习类型。那么,你的孩子属于哪一种呢?是听觉型学习者?是视觉型者?还是操作型学习者呢?今天就和我们一起走进ASJ的中学课堂,看看我们是如何满足不同学习需求的吧!


Editor’s notes: You know what? Every student is of different learning styles and types. So, which one does your child belong to? Is he or she an auditory learner, a visual learner, or an operational learner? Join us in ASJ’s MYP classrooms today and see how we cater to different learning needs!



# Learning Style

学习风格


↑图片来源网络
美国圣约翰大学教授Dunn研究发现每个学习者擅长的学习风格(Learning Style)略有不同。Neil Fleming在1987年提出VARK模式的学习风格分类形式,他把人的学习模式分为听觉型(Auditory)、视觉型(Visual)、读写型(Read/Write)和操作型(Kinesthetic)四种,其中读写型也叫操作类型。


Dunn, a professor at St. John’s University, found that each learner excels in a slightly different learning style. Neil Fleming proposed the VARK model in 1987, which classifies human learning styles into auditory, visual, read/write, and kinesthetic learning, where read/write learning is also known as the kinesthetic learning.



IB课程相信,尊重学习者学习方式的多样性和差异性,是具有国际情怀的重要方面。每个学习者都有自己的学习风格。有的学习者靠看,有的学习者靠听,有的学习者靠动手操作,这是学习者认知外界事物、接受信息的不同类型的学习风格。


IB curriculum embraces the idea that respecting the diversity and differences in learners’ learning styles is an important aspect of cultivating their international mindset. Each learner is predisposed to a preferred method to perceive things in the outside world and receive information. Some students process information most effectively by using a visual learning style, just as others rely more heavily on either an auditory, read/write or kinesthetic style of learning.



↑图片来源网络


因此,在ASJ,MYP教师们坚持差异化教学的教学理念,使每个学生都能享有持续学习的机会。教师们根据会学生的特性、兴趣和学习需求的特点,为学生提供额外的帮助、鼓励和支持,打造积极参与、注重集体合作、满足不同需求的学习社区环境。


Hence, at ASJ, MYP teachers adhere to the teaching philosophy of differentiated instruction so that each student can enjoy opportunities for personalized learning. Teachers provide extra help, encouragement and support for students based on students’ characteristics, interests and learning needs, creating a learning community that encourages student engagement, focuses on collective collaboration and responds to diverse learning needs.


周二

TUE


语文基础夯实班Chinese Tutorial

数学基础夯实班1 Math Tutorial L1

雅思提升班 Advanced English Tutorial - IELTS

英语中级班 Intermediate English Tutorial


英语口语班 Oral English L1


英语口语班2 Oral English L2


英语基础夯实班1  Basic English Tutorial L1


英语基础夯实班2  Basic English Tutorial L2

周三

WED


数学基础夯实班2 Math Tutorial L2

数学基础夯实班3 Math Tutorial L3

英语基础夯实班3  Basic English Tutorial L3

美术兴趣班 Art


如上所示,在开学的两个月里,为尽可能的满足学生不同的学习需求,MYP的教师们想尽招数,为学生们开设了各种课外班:雅思小天地、外教英语角、中教英语角、视觉艺术课、奥数挑战班、数学夯基课、语文夯基课、英语夯基课......等等。这些班型的开设旨在让学习者有更多的机会接触并投入到持续发展的学习状态之中,并且借助各异的教学材料和教学方法,满足学生们的不同需求。


As you can see above, in the first two months of this school year, various extracurricular classes have been offered by MYP teachers, including IELTS Class, foreign and Chinese teachers’ English Corner, Visual Arts Class, Mathematical Olympiad Class, Math Tutorials, Chinese Tutorials, English Tutorials, etc. These classes are designed to expose and engage students in a state of persistent and autonomous learning, and to accommodate students’ diverse learning needs with a variety of teaching materials and methods.



# IELTS Class

高效的雅思课堂

#Oral English Class

生动的口语课堂

#English Class

全面的英基课堂


# Discussing

认真地研读文本

首先,为助学习者习得第二语言,英语教师们有的从听觉入手,播放剑桥雅思原声录音带,满足听觉型学习者的学习需求;有的从视觉入手,播放英语原声视频、图片等,符合视觉型学习者的学习需求;有的从操作层面切入,给学习者提供文本材料或展示知识结构框架,配合学生的认知水平。总之,他们“烧脑”备课,一直在寻找最合适学生学习的方法。


First, to help students with their second language acquisition, some English teachers place a focus on auditory experience by playing original Cambridge IELTS tapes to cater to auditory learners; some organize classes from the perspective of visual learning by showing original English videos and pictures for visual learners; some take care of kinesthetic learners by providing textual materials or showing the framework of knowledge to match their cognitive level. In short, they have racked their brains preparing for lessons, always in search of the most appropriate way for students to learn.




其次,为培养学生们的理科思维,数学教师们也尝试了多种教学方法。如转变主体,以学生集体讨论、独立探究为主,教师指导为辅,一对多,或者一对一与学生碰撞思维的火花。也有数学教师为适应视觉型学生学习需求,在课堂上大量运用表格、公式、思维导图等方法,把抽象知识实物化展示,使这部分学生能更好地理解和记忆内容。正是有了他们不懈地尝试,中学部的学子们学习数学的热情更加高涨了。


Secondly, in order to foster students’ science thinking, mathematics teachers have also experimented a variety of teaching methods, such as the flipped class model which focuses on students’ group discussion and independent exploration, supplemented by teachers’ guidance. They’ve also been practising one-to-many or one-to-one collision of ideas with students. For visual learners, some mathematics teachers use tables, formulas, mind maps and other visual aids in their classes to display abstract knowledge, so that these students can better understand and remember the content. It is with their unremitting attempts that the MYP students at ASJ are increasingly enthusiastic about learning mathematics.



# Mathematics Class

严谨的数学课堂

# Discussing

讨论的数学课堂

#Trail for the Math Olympiad Class

奥数选拔测试


其三,除开一些“沉重”的知识型科目,中学部还尝试挖掘学习者的艺术天赋。第一块试验田是视觉艺术课。在课上,视觉艺术老师给与学生们充分的发挥的空间,只有你有想法,你可以天马行空,大胆创作。


Third, in addition to the “dreary” knowledge-based subjects, ASJ’s MYP Department also tries to tap students’ artistic talents. The first testing ground is the Visual Arts Class where students are given plenty of room to play with their ideas, so they can be as creative as they want to be.

后记:世界上没有两片完全相同的树叶,也没有两个完全相同的学生。每个学习者都是独立的个体,他们都有成功的潜力。


Postscript: No two leaves in the world are exactly alike, and so are the students. Each learner is an independent individual and they all have the potential to make accomplishments.




ASJ尊重每一个学生,为学生提供差异化的学习环境,这种差异化的教学环境并不是追求一种绝对的平等,而是强调我们的教育应要关注每一个学生的发展,为每个学生提供成功的机会。


ASJ values each student and provides a differentiated learning environment which does not seek an absolute equality, but rather emphasizes personal development of each student and creates opportunities for each student to succeed.



教育从来不是一件只关乎课堂的事情,而是一个综合体,它要求教育者有能力密切关注学习者、及时调整课堂管理和制定教学内容。未来,ASJ会持续关注学生的学习状态,判别其学习风格,有针对性地为每个学生提供帮助和支持,并按照学生的不同个性和需求来进行教学,促进所有学生的参与,发挥学生的主动性和创造性。


Education is never only about the classroom, but rather a synthesis that requires educators’ ability to pay close attention to learners, adjust classroom management and develop instructional content in a timely manner. In the future, ASJ will continue to focus on students’ learning status, discern their learning styles, provide targeted assistance and support for each of them, and teach according to their different personalities and needs to promote the their participation and bring out their initiative and creativity.


点击查看学生作画视频Click to view the drawing moments


潮汐时间不等人,少年们抓住时间好好学习吧!

Time waits for no one. Let’s not waste the time to excel in learning.



END



文字:Emma Meng & Yanyan Jin

翻译 :Alice Zhang & Basil
图片:Yanyan Jin & Echo Huang
编辑:Aven Chen
审核:Yanyan Jin & Audrey Yang

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