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叮！一份来自狄邦华曜的神秘邀请

狄邦华曜学校原上海华二昆山

2025-09-26 08:26

发布于江苏

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数学，是人类智慧的结晶。

跨越文化与时代，
成为人类共同的语言。

它不仅是黑板上的符号，
更融入在教育、职业，

甚至社会的运转中。

在今天的校园里，
数学是孩子的学习基石，
是STEM学科的核心，
也是一把打开未来的“钥匙”。

然而，数学思维并非与生俱来，
它需在教育中被点燃、被培养。

在HC，数学教学不只是解题。
通过差异化教学、探究式学习、
趣味活动和跨学科合作，
孩子们逐渐爱上数学，
并成长为能够解决真实问题的
“问题解决者”。

10月25日，

欢迎您走进HC校园开放日，

看看数学如何从“枯燥的题目”
变成“解锁世界的钥匙”。

Mathematics is the crystallization of human wisdom—a language that transcends cultures and eras,connecting people across the world.

It is not only symbols and formulas on a blackboard,but also a force that shapes education, careers,and even the functioning of society.

In today’s classrooms,mathematics forms the foundation of learning,stands at the core of STEM disciplines,and serves as a key to unlocking future possibilities.

Yet mathematical thinking is not innate.It must be ignited and nurtured through education.

At HC, mathematics is more than solving problems.Through differentiated instruction, inquiry-based learning,engaging activities, and interdisciplinary collaboration,students come to truly love mathematics and grow into “problem-solvers”ready to take on real-world challenges.

On October 25th, we invite you to our Open Day to see for yourself how math transforms from “tedious problems” into “a key to unlocking the world.”

为什么要让孩子们在“真实情境”

中学习数学？

试想一下：如果只是反复背诵乘法口诀，孩子能坚持多久？可当二年级的孩子亲手制作谜题盒，在解锁和游戏中默默记住口诀时，学习就不再是一种负担，而是一种乐趣。是不是比“死记硬背”更有效？

同样，三年级学习分数，如果只在书本上写“3/4 + 1/4”，很多孩子很快就会忘记。但当他们真的按照食谱做一份“数学馅饼”——3/4的洋葱、1/4的糖——结果不仅记住了分数，还能津津有味地分享“这是我做的馅饼”。这样的体验，能不深刻吗？

五年级的孩子绘制房屋平面图、搭建模型，才真正理解面积公式不只是冷冰冰的符号，而是规划生活的工具。六年级学负数时，他们要自制温度计，并在演讲中分享过程与思考，数学和表达能力在此刻一起成长。

这些项目不是“玩玩而已”。它们的背后，都有一个目标：让孩子们在做中学，在用中思考。他们慢慢明白——数学不只是考分，而是一种观察和理解世界的方式。

进入中学后，这样的体验被放大。

七年级的孩子会站上讲台，像TED演讲一样，讲解黄金比例或二十一点里的数学；八、九年级的孩子把概率和统计放进足球比赛，研究胜率和策略；十年级的孩子甚至能在论文答辩里，用博弈论谈竞争，用数学解释跨文化的审美。

在这里，数学已经成了他们和更广阔世界对话的语言。

Why should children learn mathematics in “real-world contexts”?

Imagine this: how long can a child persist if all they do is recite multiplication tables? But when a G2 student designs their own puzzle box and masters multiplication through unlocking and gaming, learning is no longer a burden, but a joy. Isn’t that more effective than rote memorization?

Similarly, when G3 students learn fractions, if all they see is “3/4 + 1/4” in a book, they may forget it quickly. But when they a follow a recipe to make a “math pie”—3/4 onions, 1/4 sugar—not only do they remember fractions, but they also proudly share: “This is the pie I made.” Isn’t that a deeper learning experience?

G5 students draw house plans and build models, finally realizing that area formulas are not cold symbols but tools for designing life. G6 students make their own thermometers while learning negative numbers, then present their process and reflections—growing in both mathematical and communication skills.

These projects are not just “play.” Each one has a purpose: to let children learn by doing and think by applying. Step by step, they begin to see that mathematics is not only about test scores, but also a way to observe and understand the world.

As they move into secondary school, these experiences expand. G7 scholars deliver TED-style talks using math to decode blackjack or the golden ratio. G8 and G9 scholars bring probability and statistics into soccer games to study win rates and strategies. G10 scholars write academic papers on topics ranging from game theory to cross-cultural aesthetics.

Here, mathematics becomes their language for dialogue with the wider world.

什么样的课堂，

能让不同的孩子都找到归属？

HC的答案是：动态适配。

听上去有点专业，其实道理很简单：

孩子们不需要在同一条跑道上拼命追赶，而是应该拥有属于自己的节奏和路径。

为什么要这样做？很多家长都清楚，数学不是所有孩子的“天赋学科”。

有的孩子一接触数字就闪闪发光，有的孩子则需要更多时间去建立自信。

如果所有人都按同样的速度往前跑，结果往往是——有人轻松，有人掉队。那还能谈得上“热爱”吗？

在小学，这种“动态适配”已经悄然开始。

低年级（G1–G3），课堂是双语的，中文帮助孩子打牢基础，英文带来新鲜感与好奇心，让他们自然进入双语学习的节奏。

到了中高年级（G4–G6），分层教学逐渐展开，让他们学会如何清晰地表达思路。孩子们不再只是“会算”，而是在学着“会思考”。

在中学阶段，这种适配被推到极致。

七至九年级（G7–G9），课程有分层、有不同路径，既给优秀的孩子挑战，也让需要更多时间的孩子保持节奏。

到了高中（G10–G12），更是“一人一张课表”。九大课程模块，就像自助餐一样摆在面前，孩子可以根据自己的兴趣和目标来“点菜”。

这，就是因材施教。

数学不再是“必过关卡”，而是一段因人而异的成长旅程。

What kind of classroom allows every child to feel a sense of belonging?

At HC, the answer is: dynamic adaptation.

It may sound technical, but the idea is simple: children don’t need to race on the same track—they should each have their own rhythm and pathway.

Why? Because not every child is naturally gifted in math. Some shine the moment they encounter numbers, while others need more time to build confidence. If everyone is forced forward at the same pace, some will soar while others fall behind. In that case, how can we expect a love of learning?

At the elementary school, this “dynamic adaptation” has already taken shape:

G1–G3: Classes are bilingual. Chinese builds a solid foundation, while English sparks curiosity.
G4–G6: Differentiated teaching comes into play. Chinese math emphasizes fundamentals (“four basics, four skills”), while English math emphasizes collaboration and inquiry, helping students articulate their thinking. At this stage, they don’t just “know how to calculate”—they are learning how to think.

By secondary school, adaptation reaches its peak.
G7–G9: Courses are layered and pathways diversified, giving advanced learners greater challenges while allowing others to progress steadily. Does this widen the gap? On the contrary—each child grows at the right pace, and outcomes improve overall.

G10–G12: Each scholar has a personalized timetable. Nine course modules are like a buffet: some combine math with science, others apply math to economics or art. No two timetables are the same, but they share one thing in common: every child walks their own path.

This is the essence of teaching according to aptitude.

Mathematics is no longer a rigid “checkpoint” but a personal journey. Some find joy in logical reasoning, others in group discussions, and still others in interdisciplinary research.