“化学烦，物理难，数学作业做不完。”
提起最令学生头疼的科目，“数理化”绝对榜上有名。以这几门学科为典型代表的自然科学学科，因其更高的理解门槛、更多的抽象思维建构，似乎也被天然冠以“只有聪明孩子才能学好”、“须得大量刷题才能参透学科本质”等刻板印象，让学生望而却步。
可是，果真如此吗？
在南京威雅，有一支集结了学术背景、教学经验丰富的学术团队，却不这么认为。
他们有的是名校博士、博士后，因而对学科知识的系统性有着更为深刻而全面的认识；有的从事教育多年，在多年的积累中对教学中出现的问题都能迅速反应、精准判断；他们拥有出色而多元的教育背景，除了知识技能的传授，他们的习惯态度、思维方式、见识和人格，都引领着威雅学子，从而实现他们的学术卓越之路。
Chemistry is annoying, physics is difficult, and math homework can t be done.’
When it comes to the subjects that cause the most headaches for students, Mathematics, Physics and Chemistry are definitely on the list. Due to the higher level of understanding and abstract thinking required, these subjects are often labelled "only smart children can do well" and "requires a lot of practice to understand the essence of this subject." Stereotypes such as this can discourage students.
But, is it true?
In WASNJ, there is a teaching team with strong academic backgrounds and rich teaching experience who do not think so.
Some of them are doctors and post doctors from prestigeous universities, so they have a more profound and comprehensive understanding of the content knowledge. Some have been engaged in education for many years and can quickly respond to and accurately judge any problems that arise in teaching thanks to their experience over the years. They have excellent and diverse educational backgrounds, which have helped to mould not only their knowledge and skills, but also their attitudes, habits, ways of thinking, insight and personality. All of these traits lead the students of WASNJ, to help them to achieve their academic excellence.
中学学术团队部分成员
乔安娜·莱德
中学部执行校长
英国约克大学化学博士
18年英国教学经验
安东尼·斯塔基
中学部助理校长
伦敦帝国理工学院物理学士 15年中英两国教学经验
朱盈
中学部数学主任
英国全球金融管理硕士
7年英国中小学教学经验
李斌
中学部生物教师
上海交通大学医学博士
英国赫特福德大学访问学者
6年大学、中学教学经验
王力
中学部物理教师
中国石油大学（华东）地质与地球物理专业博士
目前博士后已出站
更多师资请见文末链接
1
既学术又生动
打好学术的地基
虽然早就对数学部主任朱盈的课堂有所耳闻，但真正坐下来感受，仍是一番强烈的触动和震撼。
这堂课的教学任务并不复杂，需要结合坐标系中的函数图形，让学生理解一元二次函数。自变量、因变量、斜率、幂次.....15分钟讲完概念，再辅以各类练习题加强巩固，是常规操作。
但朱盈仅用在“热身活动”上的时间，都近半小时了。她让学生通过连点成线、在坐标系中画出中国结、红灯笼、福字窗花等不同图案的方式，对坐标系首先有了一个感性的认知。紧接着，她又引导学生根据一定的游戏规则，找寻藏在教室里的24张写有不同线性函数的卡片，玩起了数字“寻宝”的游戏。
Although I have heard interesting things about Ms. Ying Zhu’s class, it is still a surprise and I am amazed when I go and experience the class.
The main teaching tasks of this class were not complicated. It was to combine the use of graphs and the coordinate system to let students understand the quadratic function of one unknown variable. It was a common lesson in which the main concepts such as independent variables, dependent variables and slope could be explained in 15 minutes. Afterwards, several practise exercises were planned to strengthen and consolidate the knowledge.
However, Ms. Zhu did not rush into this. She chose to spend the first 30 minutes on "warm-up activities". When she began teaching the main focus of the lesson, I saw that Ms. Zhu was not rushed, instead letting the students find the laws in a variety of functions and images with different coefficients. Subsequently, after the lesson, I understood the key learning point: the ‘slope’ means the degree of inclination of the straight line of the coordinate system compared to the horizontal axis!
> 学生们在玩数字“寻宝”游戏和做有关坐标系的练习题
“其实青少年的注意力集中时间只有10-15分钟左右，让他们站起身来，在跑动的游戏中思考，是调节大脑神经、帮助后续注意力集中的有效方式”，朱盈解释说。层层递进的活动之后，课堂难点随之而来——如何准确理解“斜率”这一核心概念？
朱盈老师通过总结学生们对一道例题的三种解法，帮助他们从代数和几何两个层面，彻底吃透了“斜率”的意义。尤其是她精心绘制的一页动画演示，甚至让我这个学过高等数学的“大”学生都茅塞顿开，第一次透彻、形象地理解了斜率的所指。
“In fact, teenagers’attention span is only about 10-15 minutes. Getting them to stand up and think in a running game is an effective way to regulate the brain’s nerves and help them focus later.” Zhu Ying explained. After the progressive activities, the classroom difficulties come with -- how to accurately understand the core concept of “Slope”?
By summing up the students’three solutions to a problem, Zhu helps them thoroughly understand the meaning of slope from algebraic and geometric levels. In particular, her carefully drawn animation of a page, and even let me this study of higher mathematics, “Big”students are enlightened, the first thorough, vivid understanding of the meaning of slope.
> 层层递进讲解斜率概念
面对我的反应，朱盈老师并不意外。她本人是数学“学霸”，又在中英两国从事数学教学多年，经验丰富的她深谙问题所在：过去，我们总以为大量刷题、反复训练才能夯实基础。其实不然，这种教法，只会让学生考完就忘。
并且，学科知识往往是螺旋上升的，某一知识链环缺失，基础不够坚实，很可能会影响之后很多年的学习。“举个特别简单的例子，如果你没有学懂斜率，我想微积分你多半是学不好的。”
被说中了，我深感汗颜。正因如此，她特别重视低龄段的基础巩固，“现在的学生想法多，获得的知识也多，但若没有形成自己的逻辑和方法，知识点就是零散的，就只能死记硬背，远远谈不上夯实基础，更别说更加深入的学术学习。”
朱盈老师讲，这就像盖大楼，要先打地基，地基打得越深，大楼才能盖得又高又稳。
Ms. Zhu was not surprised by my reaction. She is a ‘master’ in mathematics, and has been teaching mathematics in China and the UK for many years. She, as an experienced teacher, understands the problem very well: in the past, we always thought that large quantities of practice tasks and repetition could lay a solid knowledge foundation. In fact, this kind of teaching method will only make students forget all they have learnt quickly after the exam.
Furthermore, a solid foundation is necessary in order to build up our knowledge base. If aspects of these foundations are missing, it will then affect future learning. ‘To give an example, if you do not understand the fundamentals of the meaning of ‘slope,’ it will then be difficult to learn more challenging calculus later.’
I felt ashamed as the explanation she had given, was what I previously thought. However, because of these ideas, Ms. Zhu pays special attention to the consolidation and foundations of the students’ understanding. ‘Nowadays, students have many ideas and gain even greater knowledge, but if they do not form their own theories and understanding, their knowledge becomes scattered, and they can only learn by rote. This prevents students from consolidating the foundations of the learning, and in turn, their deeper academic learning.’
Ms. Zhu said that similarly to constructing a building, firstly, you must lay the foundations; the deeper the foundation, the higher and more stable the building will become.
>朱盈老师在给学生讲解题目
物理老师王力对此持相同观点，他总会用各式贴近生活的场景类比，去引导学生理解复杂抽象的物理概念，再辅以生动有趣的课堂游戏、活动，加深学生的理解，“就像是转着圈儿地学习”。
生物老师李斌在上海交通大学拿到博士学位后，还曾在上海科学院进行博士后研究工作。强大的学术与科研经历，让他的生物课活脱脱像极了世界顶尖名校的大学课堂：课前发资料，学生们提前阅读；课上他只简单过一遍重难点，全班学生便被分为三个小组，分别用一种方式演绎“物质的跨膜运输”，最后各组需要呈现一张海报、一组幻灯片和一次学术报告。
将这种 “翻转课堂”带进中学课堂，南京威雅的中学生们俨然已经先一步，开始了对知识的讨论、深化和应用，而远非记忆。
李斌老师认为，地基和脚手架的搭建，需要教师重点引导和关注，而内部细节则需要给学生空间去探索，因为每个学生都不同。
“而这个空间，就是孕育学生创新能力的最佳土壤。”物理老师王力说。
Physics teacher Mr. Wang Li holds the same view. He always uses analogies and real-life examples to guide students to understand more complex and abstract concepts in physics. In addition to this, he creates lively and interesting games and activities, to deepen students understanding further.
After receiving his Ph.D. from Shanghai Jiaotong University, Biology teacher Mr. Li Bin also conducted postdoctoral research at the Shanghai Academy of Sciences. His strong academic and scientific research experience make his biology class like a lesson from one of the world s top universities. Before the class, he distributes materials for students to read in advance. During the lesson, he briefly explains the difficult points and then the students are divided into three groups, to interpret the "transport of substances across a membrane" respectively. Each group must present a poster, a set of slides and an academic report.
By bringing this "flipped learning" into the classroom, the middle school students of WASNJ have taken a step forward and begun to discuss, deepen and apply their knowledge, rather than rely upon rote memorization.
Mr. Li believes that the construction of foundations and the scaffolding of learning need to be guided, and observed by teachers, while still providing opportunities and the space for students to explore and be creative, as every student is unique.
‘And this space is the best soil for nurturing students innovative ability.’Mr. Wang said.
> 王力老师在和学生互动
2
从全面到深入
实现个性化的精细判断
“其实，你看到的课前小活动，就是一次个性化的摸底。”朱盈老师说，全班学生的认知水平往往是不同的，有的学生可能已经知道这个数学知识点，但有的还不知道；有的孩子可能英文能力不够，在题目的阅读理解中存在障碍，有的则不会。
在她看来，每个孩子都卓越，不是让所有孩子都成长为一个成功的模板，而是都能成为更好的自己。
因此，朱盈老师会用一张工作表，对每位学生的不同情况，加以不同颜色标注，然后给予个性化教学。
每引进一个新话题，在完成必备基础知识后，朱老师就会分配不同的学习任务。就连这次小小的课前活动，每个学生拿到的任务单都不一样，可见精细程度之高。
之所以这样，还是因为朱盈老师在多年的一线教学经验中意识到，每个学生都不同，他们遇到的学习问题也完全不同。如果用一套标准去要求，很容易无视学生的真正问题，甚至形成“差生困境”。
"Actually, the activity you see before the class is a personalized survey." Ms. Zhu explained that the cognitive level of the whole class is different, some students may already understand this mathematical concept, while some do not know it. Some children may still be developing their English skills, and find the comprehension of the questions challenging, while some may not.
In her opinion, ‘every child can excel’, does not mean leading all children to grow into a ‘one size fits all’ successful template, but instead to encourage them to become a better versions of themselves.
Therefore, Ms. Zhu uses a worksheet to mark the different situations of each student with different colors, and then give personalized teaching. Every time a new topic is introduced, after completing the necessary foundations, Ms. Zhu will assign different learning tasks. Even in this small activity before class, each student got a different task list, which shows the high degree of differentiation.
The reason for this is because Ms. Zhu has realized in her teaching experience over the years, that every student is different and therefore the learning challenges they encounter are often very different too. If the same set of standards are used to assess every student, it can be easy to ignore the problems each child faces, and may lead to a dilemma.
> 左右滑动查看朱盈老师针对每个学生不同的能力准备了不同的练习题，例如红色是给比较需要帮助的学生，题目会有很多提示，橙色是给中间段的学生，提示较少，绿色则是无提示
她对此有个特别生动的例子：刚开始学习小数时，有学生会认为0.701＞0.8。以成年的视角去看，我们一定觉得很奇怪，这么简单的比大小问题，孩子为什么会搞错呢？
“其实只需要多问一句。孩子说，因为701＞8啊，所以0.701＞0.8。”
不急于纠错，朱盈老师的“多此一举”，反而让她得以看到问题的根源：原来是进制的概念没有掌握好。
这不禁让人想起创立了可汗学院的萨尔曼·可汗。最早，他给表妹补数学，正是以类似路径，发现了表妹之所以学不好数学，其实是卡在一个非常简单的单位概念——弄清了症结所在，学习困境便迎刃而解。
这种思路贯穿在威雅学子的学术生活中。数学课上，学生询问朱老师“符号”用英文怎么讲，朱老师便自然讲起“加减乘除（＋、-）”和“希腊字母（α、β）”两种符号的不同，“前者翻译为sign，后者表述为symbol”——CLIL (Content and Language Integrated Learning, 内容与语言的整合学习) 又举重若轻地贯穿进来。
She has an example. At the beginning of learning decimals, some students thought that 0.701 was larger than 0.8. From an adult’s perspective, we may think it is very strange, such a simple question, why do children get it wrong?
‘I asked one student for their reasoning. The child said that because 701 is larger than 8, 0.701 must be larger than 0.8. ‘
Not eager to correct mistakes, Ms. Zhu’s "unnecessary" question allowed her to see the source of the problem: that in fact, the students had not mastered the concept of hexadecimal notation.
This reminds me of Salman Khan, who founded Khan Academy. In his early years, he gave his cousin extra mathematics lessons. It was in a similar way that he found the reason why his cousin could not learn mathematics well: she was stuck on a very simple concept. After finding out the crux of the problem, the learning dilemma was solved.
This mentality runs throughout the academic life of WASNJ students. In a Mathematics class, the students asked Ms. Zhu how to say ‘fuhao’ in English. So Ms. Zhu talked about the difference between the symbols of ‘addition, subtraction, multiplication and division’ and Greek letters (like α, β). The former is translated as “sign”, the latter is “symbol”. The CLIL (Content and Language Integrated Learning) is applied naturally.
> 学生正在做化学实验
另一边，身为寄宿导师的李斌，还在校园生活里观察到，一个原本在生物课上有点挣扎的学生，在生活中却非常喜欢观察。
恰巧南京威雅地处汤山，生态环境非常好，学生经常能在校园或学校附近的公园看到各种各样的鸟类生物。“超越课堂的教育”，亦是南京威雅的一大学术特色。于是，李斌老师便因材施教，向他推荐相关的书籍、视频等各类学习资料，还鼓励他参加生物社团。
On the other hand, Mr. Li, as a boarding tutor, also noticed that a student who was struggling in biology class likes to observe very much in daily life.
WASNJ is located in Tangshan, where the ecological environment is very good and students can often see a variety of birds on campus or in the park near the school. "Education beyond the classroom" is also a major academic feature of WASNJ. Therefore, Mr. Li taught according to his aptitude, and recommended relevant books, videos and other learning materials to the student, and encouraged him to join the biological society.
3
以卓越育卓越
热情、方法与思维的承继
对学科知识更为全面深入的把握，以及对学生认知规律的足够尊重，都是威雅学术教师的优势所在。然而，在真正的沉浸式体验后，我发现，这群教师还在对威雅学子产生着一种更为深远的影响：即如何求学、如何为人。
物理老师王力在中国石油大学（华东）地质与地球物理专业取得博士学位，目前博士后已出站。在进入教育领域前，他拥有丰富的科研经历，累计负责和参与了各类科技攻关项目共16项，其中国家级项目2项，省部级项目5项。
因此，在他的物理课上，威雅学子不仅能透过他那种更接近学科本质的眼光去学习、探索，还能提前开始学习学术研究的规范及方法。
如何确定一个研究内容？可以调动哪些方法、资源进行研究？当中又有哪些规范和可探索的空间？都是学问。在之前的课上，王力老师就曾在图表的设计规范上多加提点，让学生提前了解到，学术研究是怎么一回事。
严谨、反思及创新，在王力老师看来是从事自然科学研究的三项重要思维品质，因此他也将这些融入到平时的日常教学中，帮助学生实现知识技能之上的学科素养建立。
One asset that distinguishes the teaching team at WASNJ from other schools is teachers in-depth knowledge of the subject plus their respect given to students’ learning. What comes with the immersed-learning experience is the life-long benefit: how to learn and how to live.
Mr. Henry Wang obtained his Ph. D in Geology and Geophysics from China University of Petroleum, and has completed his post-doctoral research. He had been involved in 2 state level research projects and other 16 research projects sponsored by organizations in various fields.
Students in his class are not only guided with approaches to learn and explore, but also taught scientific research paradigms and methodologies.
How to determine a research topic? What methodologies and resources and be considered? Any norms or unknown areas involved in? The whole process is about how knowledges are formed. Every detail even chart drawing is also considered as part of the research for Mr. Wang.
Mr. Wang regards being rigid, reflective and innovative as the top 3 qualities that a serious researcher for natural science should have. That’s why he insists on embedding these three features into his daily teachings as way to help build up these qualities in students.
>学生在做物理实验
回忆起自己幼时的学习体验，朱盈坦言，自己之所以能学好数学，遇到一位好老师很关键。“我喜欢问为什么，我的老师也愿意解答我奇奇怪怪的为什么。”
正是这样的良好互动，让她至今仍对学习新知识保持积极的态度和充沛的热情。而如今成为威雅学术团队的一员，她的学习态度与探索精神，又将继续点亮威雅学子学术之路的火花。
之前，李斌老师曾在大学做过两年讲师，但“老师讲学生听”的模式，难免缺乏活力。他期待能在真正“以学生为中心”的课堂上，实现教育的更多可能性。
Looking back her own learning experience as a student, Ms. Sunny Zhu attributes her success in Math learning to her math teacher. “I always had so many questions and my math teacher never got impatient with my whys.”
Such a robust interaction maintains Ms. Zhu’s curiosity and motivation towards learning. Ever since becoming a part of WASNJ, Ms. Zhu’s passion for life-long learning will undoubtedly benefit her own students here.
Prior to joining WASNJ, Mr. Bin Li has been working for a university as a lecturer for two years. He prefers student-centered classroom rather than a teacher-dominant teaching environment.
> 生物课堂
不仅一线教师如此，中学部助理校长安东尼·斯塔基于伦敦帝国理工学院取得物理学学士学位，亦是英国物理学会会士，目前，他也正在攻读空间科学技术硕士学位，以期更为深入的学术探索。
中学部执行校长乔安妮·莱德拥有英国约克大学化学硕士、博士学位，还是英国皇家化学学会成员和期刊编辑。但每每谈及化学、谈及学生，我们感受到的却远远不仅限于高学历背景给她的专业学识，更动人的是那份由内而外的热忱。
正如她常挂在嘴边的那句教育格言，她希望学生都能够，为未来而学、因热爱而为。
Mr. Anthony Starkie, assistant Head of upper school, graduated from Imperial College London with a bachelor’s degree in Physics. Being a member of Institute of Physics (IOP), Mr. Anthony is also currently working on his master’s degree in Space Science and Technology.
Dr. Joanne Ladds, Executive Head of upper school, owns a master’s degree and PhD in Chemistry from the University of York. She is also a member of the Royal Society of Chemistry and a Fellow of the Chartered College of Teaching and owns a master’s degree in Education. Her enthusiasm towards teaching can easily impress everyone in her class.
Dr. Joanne teaches in hope that students can discover their passion through learning thus as preparation for their future thriving.
南京威雅学校校园开放日
幼儿园 | 小学 | 中学
时间：
3月5日（幼小部）
3月13日（中学部）
地点：
南京市江宁区汤山泉都大街99号
小规模活动
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