CNN: 15-16岁青少年的数学、阅读、科学能力排名,上海世界第一

大伯刘

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2013-05-28
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科学 :rolleyes:
Shanghai teens top international education ranking, OECD says


(CNN) -- When it comes to mathematics, reading and science, young people in Shanghai are the best in the world, according to a global education survey released Tuesday.

In all three subjects, Shanghai students demonstrated knowledge and skills equivalent to at least one additional year of schooling than their peers in countries like the United States, Germany and the United Kingdom.

The findings are part of the 2012 Program for International Student Assessment (or PISA) -- a leading survey of education systems conducted every three years by the Paris-based Organization for Economic Cooperation and Development (OECD), a grouping of the world's richest economies.

More than half a million students, aged 15 and 16, sat a two-hour exam last year as part of the study. The pupils came from 65 countries representing 80% of the global economy.

In math, Shanghai had the highest score with 613 points -- the equivalent of nearly three years of schooling above the average for the 34 OECD member countries of 494, and six years above Peru which ranked last with a score of 368. The city also came top in 2009 rankings.

Singapore came second in mathematics with a score of 573, followed by Hong Kong, Taiwan, South Korea, and Macau.

But the math performance of most countries has not improved since the PISA tests were launched more than a decade ago.Around 60% of the 64 countries who participated in previous studies performed at the same level or worse in 2012, and nearly a third of all students scored in the lowest band for the subject.
 
加拿大中学生数学和科学能力国际排名下滑:

Canadian students have usually done pretty well in international rankings of math performance but lately they've been slipping.

In the last study by the Organisation for Economic Co-operation and Development (OECD), Canada came in tenth among 70 countries in math skills, down from seventh place in the previous survey. (The survey is called the Programme for International Student Assessment ...or commonly known as PISA.)

Is there something wrong with the way math is taught in Canadian schools?


Canada's students slipping in math and science, OECD finds
Canadian scores above average, but well behind front-running students in Shanghai, China
The Canadian Press Posted: Dec 03, 2013 6:50 AM ET Last Updated: Dec 03, 2013 7:01 AM ET

Canada released its own companion report, "Measuring Up: Canadian Results of the OECD PISA Study."

More than 500,000 15-year-old students were tested on their knowledge and skills in three subject areas. The primary focus was on mathematics with a smaller proportion of students assessed in reading and science. Around 21,000 Canadians from about 900 schools across the country's 10 provinces took part. Canada's three territories elected not to participate
 
转载的。

我们四年级娃老师的数学水平 发贴心情 Post By:10/10/2013 5:52:00 PM


See the following emails:

Teacher's email:
As far as problem number 5, the expectation was for 1 to be subtracted from
623 to show that since we added 1 to 29 to make a ten, we had to subtract 1
from 653. So, the problem should have looked like:

653-29 = ?
Make a ten 29+1= 30

653-30=623

623-1=622

653-29=622

My original email (1st email):
I did notice that there is a grading mistake. I had attached that paper to
this email for your
convenience. On Problem 5, 653-29 = 624 not 622. He was correct by figuring
out that he should
use "623+1" instead of "623-1" as instructed by the problem (wrong direction
was given for that
problem). Since other kids might have done the same, I would like to bring
this to your attention
so that the kids can know which way is correct.


My second email:

653- 29 = 624 not 622.

Teacher's Response:

The objective is to use mental math and change place value to the nearest
ten in order to do so, not subtract 29 from 653. This was taught within our
class extensively and aligns to the ** State Learning Standard 4.NBT.4
which states: The student will add and subtract multi-digit whole numbers
using the standard algorithm. The strategy being taught in this section is
to mentally add or subtract larger numbers, by taking and giving to make one
number end in a ten, hundred or thousand.

Not being within the lesson, it may be hard to see what the students are
asked to know. I would love to meet with you sometime to show you what the
expectation was for this assignment and a little bit about this curriculum.
 
优秀的中国学生进入社会就完蛋了,中国社会需要的是擅长阿谀奉承、溜须拍马、唯命是从的庸才。

优秀的中国学生进入社会就完蛋了 :good:
 
For them, what else?

我给您举个例子啊,首先声明不是歧视农村人啊,俺以前上大学的时候,前两年基础课,那些城市娃完全不是我们农村人的对手,他能考99,咱就一定整到100,他整到100,咱就105,那5分是附加题。后来专业课上来了,局势就没那么容易掌握了,有时候相当的乱,城里娃的思路,咱有时侯就是没有。。。。。哦,俺专业是COMPUTER ENGINEERING,其它专业不知道啊
 
我给您举个例子啊,首先声明不是歧视农村人啊,俺以前上大学的时候,前两年基础课,那些城市娃完全不是我们农村人的对手,他能考99,咱就一定整到100,他整到100,咱就105,那5分是附加题。后来专业课上来了,局势就没那么容易掌握了,有时候相当的乱,城里娃的思路,咱有时侯就是没有。。。。。哦,俺专业是COMPUTER ENGINEERING,其它专业不知道啊
你还真有个专业啊!:D
 
转载的。

我们四年级娃老师的数学水平 发贴心情 Post By:10/10/2013 5:52:00 PM


See the following emails:

Teacher's email:
As far as problem number 5, the expectation was for 1 to be subtracted from
623 to show that since we added 1 to 29 to make a ten, we had to subtract 1
from 653. So, the problem should have looked like:

653-29 = ?
Make a ten 29+1= 30

653-30=623

623-1=622

653-29=622

My original email (1st email):
I did notice that there is a grading mistake. I had attached that paper to
this email for your
convenience. On Problem 5, 653-29 = 624 not 622. He was correct by figuring
out that he should
use "623+1" instead of "623-1" as instructed by the problem (wrong direction
was given for that
problem). Since other kids might have done the same, I would like to bring
this to your attention
so that the kids can know which way is correct.


My second email:

653- 29 = 624 not 622.

Teacher's Response:

The objective is to use mental math and change place value to the nearest
ten in order to do so, not subtract 29 from 653. This was taught within our
class extensively and aligns to the ** State Learning Standard 4.NBT.4
which states: The student will add and subtract multi-digit whole numbers
using the standard algorithm. The strategy being taught in this section is
to mentally add or subtract larger numbers, by taking and giving to make one
number end in a ten, hundred or thousand.

Not being within the lesson, it may be hard to see what the students are
asked to know. I would love to meet with you sometime to show you what the
expectation was for this assignment and a little bit about this curriculum.

这个数学老师太牛b了。。。。。佩服的五体投地
 
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