你是虎妈吗？看看国外的虎妈/爸有多虎。

怎么无法打开呢

我也学习学习

打不开........

打不开

进来学习学习

请帖两篇我们看看，很好奇呀！

地址没打开，但自己有当虎妈的愿望，实际做不了啊！

打不开啊，链接一下吧

一档一样的打不开，

度娘搜翻墙浏览器，有个免费的不过得安装这个浏览器...

中文的还是英文的？如果英文的，表示那啥，不过，很喜欢看看别人的经验呢

blog能直接复制些文本吗。。。。打不开

我现在也在中国，链接打不开了。

打不开，重发一个吧

凡事都有两面性，借鉴

我先贴一篇,   觉得好再把以前的慢慢搬过来.  只是我很忙, 不是经常来这里

Wednesday, November 11, 2015

Winning the Math Battle
When I first discovered cognitive skills, one of the first things I learned was that these skills could be lost by age 10.   There are a number of reasons.

First, a super bright child at age 5 or 6 is going to spend the next 4 years not using their brain.  When the curriculum finally shifts in 5th grade, they are skill-less.  The first few years of school should build the skill set for 5th grade, but unless the child is way behind in 1st grade, few skills are required.

The second cause of the 4th or 5th grade disaster is the emphasis in the US math curriculum of telling a child something followed by practicing it.  This is not learning.  A child who devours learning before entering first grade is starved to a waif 4 years later.  The child begins to expect to immediately know each concept.   5th grade is a wake up call.

The final reason for the 5th grade train wreck is the concept of "correct or incorrect" that is enforced in math.   It's either right or wrong, and generally speed is involved.  This approach provides a child with attitudes and skills that I would define as the opposite of smart, something like anit-academic skills.  "Did you get it right" is the opposite of "Did you learn something?"

If you dig through my blog you'll see over a year ago I predicted this for my 4th grader, and then later in the year confirmed it.

As part of my research, I've been tracking down parents of children that were enthusiastic learners in Kindergarten, did lots of extra work at home, and generally started school at the "A" level.  So far every single one of them is running into the 4th or 5th grade train-wreck.  Symptoms are frustration, inability to understand a new problem, tears at incorrect answers, sloppiness, impatience, and in many cases bad grades.

I've really enjoyed these discussions.  First, it confirms that I'm not wasting years trying to solve a problem that nobody else encounters.  Secondly, I have the antidote and I've been passing it on.

Here is the antidote.

#1.  Make sure your child has material that would take a person at grade level an hour to do 40 problems, but your child has to spend 45 minutes on a single problem because they are way below grade level for that material.  Think reading comprehension books.

#2.  Assign them a problem or two and let them flounder for 25 minutes.  Then go super slowly through the material to see what they can learn.   Focus on learning how to navigate difficult material, find clues, do things over and over and over.

#3.  Do not look up the answer.  When a 10 year old is doing a math problem for a 14 year old, it doesn't matter if they get it right.  You the parent have to break this bad habit - in yourself.  What matters is learning how to work with difficult problems.  If your child learns to work with difficult problems then the will eventually teach themselves how to get things correct all of the time.  If you announce whether or not they got the answer correct, you are providing a reward for the wrong thing.  (Of course, they will ask and you will have to tell them they got it wrong so that they can do it again.   My experience is that doing this on 100 consecutive problems makes both of you immune to any negative emotions associated with getting things incorrect the first few times.)

If your child spends 45 minutes doing a problem and gets it wrong 5 times, will you announce "Good Job!" with genuine enthusiasm?  If I had a child who spent 45 minutes working on a problem and got it wrong 5 times, I would be 100% confident that this child is prepared to get perfect scores in school at some point, maybe within 12 months, provided they practice this skill on a periodic basis. Conversely, if I had a child who zips through their work at lightning speed and gets 100% correct, I would expect a pending disaster without intervention.

We had our train wreck last year in 4th grade.  I spent all summer practicing this antidote   Picture the best your child could conceivably do in school and all of the best attitudes and practices.  The outcome was actually way better than that.  In math, we focus on these higher level executive skills because other than being good problem solvers, I don't expect my kids to become math professors.  I expect them to learn how to think with the official goal that they think better and do better in their other subjects.

想借鉴看看，不知道有多大的差异。

感兴趣，去看看

对比中外的教育理念

打不开啊，打不开