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2019-12-23 6:36:50

記劉亦正同學數(shù)學學習歷程

近日，天行一中2017級學生劉亦正Alan同學牛津大學數(shù)學系面試歸來。Alan同學成為2019年截至目前為止江西省唯一一個獲得牛津面試邀請的學生，這同時也是天行學子連續(xù)第二年獲得牛津面試邀請。從今天起，我們將推出系列報道，帶你走進超級學霸Alan同學。

今天這篇文章的作者是Alan同學的數(shù)學老師駱博士，在文章中駱博士講述了他與Alan的在數(shù)學中的教與學。在駱博士看來，Alan同學最終實現(xiàn)了牛津面試的夢想，這出乎意料之外，卻又在情理之中。

“A-Level數(shù)學對你來說沒多大意義，一定要提前學習高等數(shù)學和準備STEP。”這是我經(jīng)常對劉亦正講的一句話。

“A-level math doesn’t mean much to you. Be sure to study advanced math and prepare for step in advance. ” These words I often said to LiuYizheng.

當我開始接手劉亦正所在班級的數(shù)學教學時，很快就注意到了這個學生的過人之處。他上課時思維敏捷，聽講過程中經(jīng)常能提出一些非常好的問題，對此我的第一反應(yīng)一直都是：good question。但現(xiàn)實情況是，我也做不到在課堂上回答他的每一個good question，雖然有時我講到激情處也會認真的回答他的 good question，但這些問題常常需要涉及到大學才能學到的一些數(shù)學知識，或者一些數(shù)學競賽才能學到的知識。

When I began to take over the mathematics teaching of liu yizheng’s class, I soon noticed the excellence of this student. He is quick-thinking in class, and often raises some very good questions in the process of listening to the lecture. My first reaction is always “good question”. However, the reality is that I can’t answer every good question of him in class. Although sometimes I will answer his good question seriously when I talk about my passion, these questions often involve some mathematical knowledge that can only be learned in college, or knowledge that can only be learned in math competitions.

當課堂上我沒有對他的good question給出回答時，我會告訴他從網(wǎng)上或書本上能找到解答，他課下都會花時間去主動找解答，然后再與我討論。也正是如此，我們很快就形成了非常好的師生互動，并建立了彼此之間的信任，他不斷挑戰(zhàn)自己的數(shù)學學習之路便是從這里開始了。

Whenever I didn’t give him an answer to his good question in class, I would tell him that he could find the answer on the Internet or in the book. After class, he would take the time to find the answer and then discuss with me. As a result, we soon formed a very good teacher-student interaction and established mutual trust. This is where he began to challenge himself to learn mathematics.

提前學習高數(shù)和準備SETP考試

他決定了要選擇數(shù)學系為他的大學專業(yè)并立志沖擊牛劍數(shù)學系之后，學校很快就為他量身打造了個人學習方案?；舅悸肪褪?，課堂學習中好好復(fù)習保證 A-level 數(shù)學考試考到 A*，課堂外調(diào)動資源安排高數(shù)的提前學習和 STEP考試的補課。

When he decided to choose mathematics as his college major and decided to pursue it, the university soon tailor-made a personal study plan for him. The basic idea is to review well in class to ensure A* in a-level mathematics, mobilize resources outside class to arrange advanced study and make up lessons for STEP exams.

▲升學指導規(guī)劃面談

高數(shù)的提前學習規(guī)劃的比較早，我早早的就跟他說要把大學的高等數(shù)學教材拿來自學，掌握到一些重要的結(jié)論和方法。高數(shù)的學習也包括校內(nèi)課堂的部分，我平時會特意加深他的 A-Level 數(shù)學學習內(nèi)容，使之與高數(shù)建立銜接。因此，總的來說，他學習高數(shù)的挑戰(zhàn)不算太大。

High number of learning planning in advance is relatively early, I told him early to the university of higher mathematics teaching materials to self-study, master some important conclusions and methods. The study of advanced mathematics also includes the part of the classroom. At ordinary times, I would specially deepen his a-level mathematics learning content to establish A connection with advanced mathematics. So, on the whole, he didn’t have much of a challenge learning advanced math.

STEP的補課安排的比較晚，4月份才開始，6月份考試，兩個多月的時間來備考不算長，加上STEP 的難度，這兩個多月對劉亦正來說是挑戰(zhàn)最大的一段時期。STEP的煎熬在于它對學生的數(shù)學功底要求很高，而且 STEP 的每一道題都是精心設(shè)計過的，你可能想了很久還是沒有思路，即使很多題有了思路，最終還是需要嚴密且復(fù)雜的數(shù)學推導和運算才能完全的解出來?？墒窍胂?，這樣的體驗不就是一個數(shù)學系學生才獨有的嗎，感受數(shù)學的那份純粹和美好，并享受解出一道難題時的喜悅。雖然最終劉亦正并沒有在STEP 中考出非常理想的成績，但這一時期的訓練已經(jīng)能夠幫助他有能力很好的適應(yīng)頂尖大學數(shù)學系的學習。

He make-up class of STEP was arranged later, starting in April. The exam was held in June. It was not long to prepare for the exam for more than two months. The torture of STEP lies in that it requires students to have a high level of mathematical knowledge, and every STEP problem is elaborately designed. You may have thought about it for a long time, but you still have no idea. Even if many problems have ideas, they still need rigorous and complicated mathematical derivation and operation to be solved completely. But think about it. Isn’t that an experience unique to a math major? Feel the purity and beauty of math, and enjoy the joy of solving a problem. Although liu yizheng did not achieve ideal results in STEP, the training during this period has helped him adapt to the study of mathematics department in top universities.

不輕言放棄任何一道數(shù)學題

作為學生，劉亦正也存在一些弱點。他也經(jīng)常會因為一個知識點沒有理解或一道難題不會做而產(chǎn)生焦慮，更多的時候我看到他都是情緒比較低落。每當此時，我和班主任老師都會耐心地開導他、鼓勵他。我猶記得某次跟他促膝長談，聊到了我自己的數(shù)學求學經(jīng)歷和學習研究過程中遇到的困難，告訴他每個困難都會有解決和挺過去的時刻，不要輕言放棄而是多問問自己熱愛什么。劉亦正最打動我的細節(jié)是他經(jīng)常一個人靜靜地在解數(shù)學題，曾經(jīng)一道數(shù)學題困擾了他好幾天，他沒有放棄，一直在思考并最終找到了思路，然后來找我一起把這道數(shù)學題完美的解決了。

As a student, Liuyizheng also has some weaknesses. He was also often anxious because he did not understand a knowledge point or could not do a difficult problem. Most of the time, I saw him depressed. Whenever this time, I and the teacher in charge teacher will be patient to enlighten him, encourage him. I still remember having a long talk with him, talking about my study experience in mathematics and the difficulties I encountered in the process of learning and research. I told him that every difficulty would be solved and overcome at some point. Don’t give up but ask yourself what you love more. The most touching detail of liu yizheng is that he often works on the math problem alone quietly. Once a math problem troubled him for several days, he did not give up. He kept thinking and finally found the train of thought.

憑借著出色的數(shù)學功底和很好的A-Level 及STEP、MAT考試成績，他最終實現(xiàn)了牛津面試的夢想。這樣的結(jié)果出乎我意料之外，卻又在情理之中，也算是對他的付出和堅持的回報。我祝福他繼續(xù)努力，爭取沖出面試，拿下牛津數(shù)學系的offer。我更希望的是，不管結(jié)果如何，他能從這一段高強度的數(shù)學學習中提升和蛻變，堅定地朝著數(shù)學王國進發(fā)。

With excellent mathematical skills and good grades in a-level, STEP and MAT, he finally realized his dream of an interview at Oxford. Such a result is beyond my expectation, but in the common sense, but also for his efforts and perseverance in return. I wish him continued efforts to get out of the interview and get the offer from Oxford mathematics department. What I hope is that, no matter what the result, he can improve and change from this period of intense mathematical learning and firmly move towards the kingdom of mathematics.