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本帖最后由 Atrium 于 2018-7-27 11:32 编辑
As requested, please see below for the original post in English
In a previous post, I described the various changes to the new HSC syllabus in NSW for sciences and noticed that not many are aware of the consequences of these changes.
Most university students struggle in the first 6-12 months because of the large gap between what is taught in sciences within the HSC compared to University entry expectations. This new science syllabus is a major overhaul. It aligns extremely well with University courses in medical, science, and engineering programmes.
However, students face significant challenges with this new syllabus.
1. Syllabus Misinterpretation
Despite the best efforts by most teachers to adapt to the new syllabus, I have already seen significant issues from several well-known selective and private schools across NSW.
a. Teachers are not following the main focus of the new syllabus. This is likely because the syllabus content has largely remained consistent with previous years, but the focus of the content has significantly changed. This is made worse by the fact that the previous science syllabus remained relatively unchanged for 17 years, and old teaching habits are difficult to overcome. So what impacts does a shift in focus have? For example:
In the old chemistry syllabus, 80% of it was devoted on the inventor, how they developed the ideas, and how it impacted modern society. The new syllabus, however, is now focussed on how the invention or concept works at a scientifically fundamental level, how it evolved over time, and what impact it had on other areas of chemistry.
The old syllabus was focussed on memorizing.
The new syllabus is focussed on logic.
b. Exam misalignment. In year 12, the ATAR is calculated based on 50% from school assessments, and 50% from the actual HSC exam. If the focus misalignment continues, then students will be preparing for the HSC exam based on misinterpretations. The worst case scenario is that students will not find out until they have sat the HSC exam. For example:
A student scores 90% in their collective school assessment because his teacher is the examiner, and creates school assessments based on their interpretations. However, the student will struggle in the actual HSC exam because their teacher has prepared them for the wrong focus. This has already occurred once back in 2001 in the last syllabus overhaul, where the average school assessment grade was significantly higher than the HSC exam grade across NSW.
2. Content Cramming
Out of all the students I look after, all of them are significantly behind in the syllabus. All their teachers have spent 2/3 of the year to teach only half the course. This means that it is extremely likely that teachers will have to rush through the rest of the course before year 12 starts. That equates to teaching the second half of the year 11 course within 8 weeks. Even more concerning is that the later half of the course is significantly more complicated that the first half, and much of the year 12 course depends heavily on those topics.
Some teachers have even deployed desperate tactics in order to catch up. Rather than teaching the content, two teachers from two different schools have given my students a 30-page booklet for ‘self-study’ over the term holidays, and were given topic tests in the first week back just to ensure students have ‘self-taught’.
3. Skills Development
The new syllabus has placed a significant degree of emphasis on skills development. What are skills and why is it important? Skills are what we need to solve realistic problems, and this has been a long-standing issue for students entering universities, as they struggle to solve problems without being given precise instructions.
For example: Out of 800 students I lectured every year in University, only 20-30 of them are capable of solving problems without any instructions. These students have developed scientific and critical thinking skills at an early stage, which are highly regarded in industry and academia.
=================== Chinese Translation Below ===================
在有一篇关于选课的帖子中我回答了关于the new HSC syllabus in NSW for sciences的问题，贴子名为“纠结中，究竟是physics & biology还是chemistry & biology.“ 大家有兴趣的话可以搜来看。看起来大家对此话题比较感兴趣，所以专门开帖浅议一下新的教学大纲以及学生们面临的挑战。
大部分的大学生在初入学的6-12个月感觉有些难以适应，因为HSC范围内所学的sciences跟大学开始后的sciences之间有较大的鸿沟。新的sciences 教学大纲是个彻底的改革，它与大学课程如medical，science，以及engineering等课程完成了非常好的对接。但是，学生们面临很大的挑战。
1. 教学大纲的误读
尽管大部分的教师尽全力适应新的教学大纲，但是我从一些就读悉尼精英以及私立中学的学生们那里看到了很多问题。比如，
（a）老师们并没有依照新教学大纲所提出的重点来教，这可能是因为多年来按以前的教学大纲形成的教学习惯。而新大纲的内容重点已经完全改变，可是17年来形成的旧的教学习惯却一时难以改变，冲突就产生了。
教学重点的转变在哪里呢？例如，在旧的化学教学大纲里，80%的内容都放在发明者和他们的发明，以及这些发明对社会的贡献等。而新的大纲则将重点转移至此发明或概念在科学的基础层面如何应用，随着时间推移它的进化，以及它对化学其他领域的影响等。
旧的教学大纲重点在memorizing.
新的教学大纲重点在logic.
（b）考试内容定位的偏离。在12年级ATAR分数的50%来自学校的测试成绩，另50%来自HSC 考试成绩。如果学校考试内容重点偏离持续下去的话，那么就会导致学生在误读中准备HSC 的考试。最坏的是学生直到考完HSC 才发现这个问题。
例如，一个学生在学校的考试中拿90%的成绩，当然以他老师自己的定位来评分。但是，这个学生却在HSC 的考试中考砸了，因为老师考他的内容重点与新大纲的重点是偏离的。这个在2001年教学大纲的大改革中已经发生过了，学校考试的评分远远高于整个NSW HSC的考试分数。
2. 填鸭式的教学
我所接触的学生中几乎所有人的学习进程都远远落后于教学大纲的内容。他们的老师花了2/3的时间来教前半部分的课程，那么他们就要在12年级开始之前匆匆赶完剩下的内容，这就意味着要在11年级的最后八周时间学完另一半的课程。而更令人担忧的是，后一半的课程比前一半更复杂，且12年级大部分的课程大都依赖于后半部分。
有些老师为了能赶上想出了一些desperate的策略。有两个来自不同学校的学生从他们各自的老师那里拿了30多页的笔记，老师让他们在假期期间完成自学，而且开学之后的第一周就会针对这些自学内容进行考试。
3. Skills的培养
新的教学大纲十分强调skills的培养。什么是skills ？为什么skills很重要？Skills是我们解决实际问题的必须，而这却是初入大学的大学生们一个长期欠缺的能力-----如果不给他们详尽的指导，就完全不懂如何独立去解决问题。例如在大学里每年我讲过课的800个新生中，仅有20-30个人不需要指导去独立解决问题。这些学生在每一个阶段都养成了科学的和评判性的思维能力，而这些才是各行各业最看重的能力。
新的教学大纲改革的方向和重点是非常具积极意义的，目的是使学生们与大学学习甚至进入社会接轨，而老师和学生们能不能尽快适应改革的内容，这是老师，学生和家长们不可忽略的挑战。
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女儿澜澜8个月了 (2010-4-16) sausage 
发表于 2018-7-24 14:42
知识太丰富成绩太好会削弱领导力和气质吧！
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多谢LZ啦
