2019-2020年度美国大联盟思维探索活动第二阶段活动安排

2019-08-12 11:56|编辑: 苗子|阅读: 1861

摘要

2019-2020年度美国大联盟思维探索活动第二阶段活动安排已出，学生可以从1月11日起在下载第二阶段活动题目，2月16日23点59分之前登录活动账号在线提交答案。

2019-2020年度美国大联盟思维探索活动第二阶段活动安排如下所示，供大家查看。

第二阶段活动参与流程如下：

步骤一：学生注册第二阶段活动账号；

步骤二：学生登录第二阶段活动账户并报名；

步骤三：下载第二阶段活动题目、查看第二阶段活动辅导视频；

步骤四：学生解答第二阶段活动题目；

步骤五：在线提交第二阶段活动答案；

步骤六：组委会判卷，并短信通知学生判卷完毕；

步骤七：查询第二阶段活动成绩并下载第二阶段活动参考答案。

第二阶段活动的时间:

第二阶段活动时间是2020年1月11日至2020年2月16日（暂定）。学生可以从2020年1月16日起在官网下载第二阶段活动题目，于2020年2月16日23点59分之前登录第二阶段活动账号在线提交第二阶段活动答案。

第二阶段活动的目的:

有计划参加2020年暑假美国“大联盟” （Math League）思维探索活动研学嘉年华的同学需要参加第二阶段活动，只有第二阶段活动晋级了，才能参加研学嘉年华。但是第二阶段活动的目的不仅仅是为了参加研学嘉年华。应该说参加第二阶段活动取得参加研学嘉年华的资格仅仅是第二阶段活动的一小部分目的。

美国“大联盟” （Math League）思维探索活动组委会在中国举办美国“大联盟” （Math League）思维探索活动的终极目的是为了让中国学生更多地了解和体验美国数学教学及数学活动与中国的不同。“如果美国的中小学教育像传说中说的那么糟糕，为什么美国有那么多优秀的大学？如果美国人的数学那么差，为什么诺贝尔奖、菲尔茨奖（数学最高奖）美国人都占据多数？为什么美国无论是科技还是人文的创新，都那么发达？”让我们通过参加美国“大联盟” （Math League）思维探索活动第二阶段活动来探索其中的奥秘吧。

第二阶段活动的目的是为了让中国学生体验美国数学教学的优点和特点，即美国启发式、重视应用、轻松、有趣、与实际生活紧密相关、研究、探索式的教学方式，启发学生如何 thinking mathematically，培养学生 creative thinking, critical thinking, and problem solving skills，即探索如何用数学解决实际生活中的问题，培养学生创造性思维、批判性思维、和实际解决问题的能力。
What is “Thinking Mathematically?”
- Many people associate mathematics with tedious computation, meaningless algebraic procedures, and intimidating sets of equations.
- The truth is that mathematics is the most powerful means we have of exploring our world and describing how it works.
- To be mathematical literally means to be inquisitive, open-minded, and interested in a lifetime of pursuing knowledge.
Creative Thinking, Critical Thinking, and Problem Solving Skills:
- Creative thinking that focuses on the skills of fluency, flexibility, elaboration, and originality coupled with the affective characteristics associated with creativity such as curiosity and risk-taking.
- Critical thinking as the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion; a reasonable, reflective thinking focused on deciding what to believe or do.
- Inductive and deductive reasoning skills such as analysis, evaluation, and predicting.
- Problem-solving skills, using a math heuristic to outline the process.
Logic and Analytical Skills, Logic Relations, Inductive Reasoning, and Deductive Reasoning:
Learning is an interactive process. The goal of education should be to provide the settings and opportunities for the student to become actively involved in the learning process. In a general sense, learning and intellectual development are not passive, sporadic activities, but dynamic, ongoing processes. The ability to acquire knowledge is built upon the capacity to organize and structure a concept’s key components. Furthermore, this process is based upon the development of logical relationships. Thus, it is necessary, first of all, to identify those logical relationships that serve as the foundation of intellectual development, then provide the settings within an academic discipline that will enable the student to acquire proficiency with these relationships.

The application oflogic and analytical skillsto numerical and spatial concepts is introduced in the questions through activities that are designed to focus student attention on the tasks of examining, discussing, and describing numerical and geometric relationships in terms of logical relations.
Theselogic relationsinclude:
- analyzing similarities and differences
- recognizing sequences and patterns
- using numerical and spatial concepts and functions
- applying the concept of analogies to relations and functions
In addition, many of the activities stress usinginductive reasoningto extend patterns, make predictions based upon available data, and formulate inferences. The role ofdeductive reasoningis introduced to students through the use of logical connectives, counterexamples, and the application of the process of elimination to derive solutions to numerical and geometric problems. Students should realize that mathematics does not necessarily restrict itself to a single simple solution or a single strategy to arrive at a solution. Such analysis and verbalizing results in students developing an appreciation that mathematics is indeed a logical discipline with recognizable patterns, order, and structure.
“Tell me, I will forget. Teach me, I will remember. Involve me, I will learn.” - Benjamin Franklin （富兰克林）

我们的理解是西方包括美国教育的“优势”之一不在于教了学生多少“知识”及会解多少“难题”，而是在于教了学生很多观察事物、究根求源、发现问题、解决问题的能力和动手能力，同时鼓励学生按照自己的兴趣继续下去。教育不是把脑袋装满，而是让思维飞跃。教育是一个观察、发现、思考、辩论、体验和领悟的过程，学生在此过程中，逐步掌握了发现问题、提出问题、思考问题、寻找资料、得出结论的技巧和知识。虽然他们学习的内容可能不够深不够难，但只要是学生自己领悟的知识点，不仅终身难以忘记，而且往往能够举一反三。这样大了以后一部分智商超群的学生可以做出发明创造、改变世界的成就 - 像科学家、教授等; 另一部分不具备杰出天分的大多数人可以踏踏实实地做好自己本职的工作 - 像工程师、技术工人、职员等，从而各尽所能、整个社会有秩序地发展下去。

当然，仅仅参加美国“大联盟” （Math League）思维探索活动，是不足以了解美国教育的精髓和“博大精深”，我们鼓励和倡导学生多多学习、比较、体验各种先进的教学方法和实践，“海纳百川”。

第二阶段活动的题目和形式有别于中国传统的数学活动。

什么是"好的"数学题目？
Ideal problems are low-threshold, high-ceiling; they offer a variety of entry points and can be approached with minimal mathematical background, but lead to deep mathematical concepts and can be connected to advanced mathematics.

Problems considered "good" are easy to pose, challenging to solve, require connections among several concepts and techniques, and lead to significant math ideas. They offer opportunities for intellectual satisfaction and learning experiences, as well as provoking curiosity and creative thinking.

You don't have to be a mathematician to enjoy mathematics. It is just another language, the language of creative thinking and problem-solving, which will enrich your life.

Many people seem convinced that it is possible to get along nicely without any mathematical knowledge once you finish school. This not so: Mathematics is the basis of all knowledge and the bearer of all high culture. it is never too late to start enjoying and learning the basics of math, which will furnish our all-too sluggish brains with solid mental exercise and provide us with a variety of pleasures to which we may be entirely unaccustomed.

过去几年我们选拔了第一阶段活动成绩优异的学生赴美国参加研学嘉年华。通过认真观察，我们总结中国学生与美国学生比较有以下不足：
- 不适合美国启发式、重视应用、轻松、有趣、与实际生活紧密相关、研究、探索式的教学方式。中国学生解题能力强，比起美国学生来，中国学生平时做的题目要求解题技巧复杂、难度大、进度快。但是中国学生的阅读能力和写作能力远远不如美国学生。中国学生会解题，但是这是源于大量的、反复的练习，题海战术。但是中国学生对于一个新课题往往束手无策，没有老师教就不知道该怎么办，把老师当保姆，自学能力弱。而阅读能力和写作能力直接决定了今后科研、探索、创新等的能力。
- 数学学科英语词汇量少、阅读能力弱、听不懂、表达不流畅，这些弱点制约了中国学生在研学嘉年华中的发挥，也使得中国学生没有能够最好地体验研学嘉年华的学习和生活。
- 日常英语的能力弱，与北美的学生、助教、教授等交流不顺畅。

第一阶段活动获得"Honor Roll of Distinction Certificate Top 8%"、"Honor Roll Certificate Top 25%"、或者"Certificate of Achievement Top 50%"证书的学生可以报名参加第二阶段活动。
第二阶段活动感言及反馈（部分）

我是否应该参加第二阶段活动:

Many people associate mathematics with tedious computation, meaningless algebraic procedures, and intimidating sets of equations.
The truth is that mathematics is the most powerful means we have of exploring our world and describing how it works.
To be mathematical literally means to be inquisitive, open-minded, and interested in a lifetime of pursuing knowledge.

第二阶段活动的命题体制：

第二阶段活动分为三个年级组：

Creative thinking that focuses on the skills of fluency, flexibility, elaboration, and originality coupled with the affective characteristics associated with creativity such as curiosity and risk-taking.
Critical thinking as the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion; a reasonable, reflective thinking focused on deciding what to believe or do.
Inductive and deductive reasoning skills such as analysis, evaluation, and predicting.
Problem-solving skills, using a math heuristic to outline the process.

第二阶段活动的形式：

第二阶段活动采用开卷考试的形式。学生登录美国“大联盟” （Math League）思维探索活动官网，下载第二阶段活动题目，做题，然后上传答案。学生可以查找资料（包括互联网）及询问专家，但是不能由旁人代做，必须自己完成题目并真正领会。参加第二阶段活动的学生之间或者学生家长之间不能交流。

组委会老师会给学生提供第二阶段活动辅导视频，内容包括: 第二阶段活动涉及的数学专题的简介、关键点点拨、重点数学词汇的解释等。

analyzing similarities and differences
recognizing sequences and patterns
using numerical and spatial concepts and functions
applying the concept of analogies to relations and functions

第二阶段活动为什么要采用开卷考试的形式？

学生在没有时间限制、可以查阅资料的情况下学习数学和解题，能够放松、没有功利心、平静地欣赏数学、享受数学、体会数学之美。学习数学的根本目的不是为了解难题、偏题、怪题。从世俗的角度讲，数学是用来解决实际生活中的问题的，崇高点说，数学是陶冶情操、美化心灵的，提高修养和素质的。学习数学会使人富有创造性和灵感，使用逻辑推理，有理性，灵活、快乐地生活、工作和做决策。学习数学是一个享受的过程。

有学生第二阶段活动作弊怎么办?

组委会的规定是学生可以查找资料（包括互联网）及询问专家，但是不能由旁人代做，必须自己完成题目并真正领会。但是如果有学生作弊，即由旁人代做怎么办? 学生提交答案后系统会要求学生以语音的形式阐述某些题目的解题思路以及用英文录制一段自我介绍。如果题目不是学生本人做的，是一定能够被发现的。

组委会如何选拔参加研学嘉年华的选手?

美国“大联盟” （Math League）思维探索活动组委会根据学生第一阶段活动和第二阶段活动的综合成绩（按照相应的权重计算）, 决定有资格报名参加美国“大联盟” （Math League）思维探索活动研学嘉年华的学生名单。组委会在报名参加美国“大联盟” （Math League）思维探索活动研学嘉年华的学生中根据学生综合成绩排名顺序决定参加研学嘉年华的学生名单。组委会选拔参加研学嘉年华选手时会尽量保证每个年级有相同数目的学生参赛。

参考:2019年美国“大联盟” （Math League）思维探索活动 - 研学嘉年华

第二阶段活动的奖项：

美国“大联盟” （Math League）思维探索活动组委会根据学生第二阶段活动的成绩, 颁发美国“大联盟” （Math League）思维探索活动第二阶段优异及优秀证书。

第二阶段活动报名：

学生网上注册、报名、缴费、获得第二阶段活动题目。

参考: