公文英文-想暫停得唔得?

2RR

catcatmom, 吾可以只買cd　＆　worksheet，　同埋你吾跟住佢地咪吾知自己個小朋友進度ｌａｗ，有老師跟進佢地每次都有報告回來告訴你小朋友進度，　幾時升級，你小朋友去到咩程度都要ｍｉｓｓ去做評估架，　出左報告先知用咩教材，　ｌｅｅ　樣好重要架

我大女讀緊，細女大ｄ５歲都會讀　ｃｄ就可以吾買，ｗｏｒｋｓｈｅｅｔ都要比＄再跟ｍｉｓｓ上堂架

eviepa

乖女Daddy 寫道:
eviepa,

看到你說:[我的討論只局限公文數，並不包括中、英，因為中、英大可超前，但若數學超前則非常危險。]. 我很想知道你對"數學超前則非常危險"有何看法, 可否略加解釋.其實我真不明為何會"非常危險".

乖女Daddy,

教育理論最發達的是歐美，他們學校的數學進度應是用他們研究出來的結果編制而成，我有理由相信，這是專家推薦的最優進度。香港的數學比他們的走前了不少，所以我覺這很可能已是中等智力學生的極限。加上家長通常都另加補充練習，學生智力上、情緒上都面對不小的壓力，我覺得已是中等智力學生的極限。試想，如果要超前兩年的話，一個小六學生就要懂得solve simultaneous equations, distribution law, factorization, simple geometry, sine, cosine 等的中二題目了，普通學生肯定受不了。

學習數學能力主要取決於根基、IQ及成熟程度。IQ便是同齡小孩能不能超前的決定性因素，一個IQ130以上的學生超前一、兩年前不是問題。但據我所知：

1. IQ 的分佈是一個 normal distribution. 大部分人都集中在平均數附近，即是說除了一小撮最聰明或最差的小朋友外，大部分都只適合跟著課程走。

2. 從心理學書中講，IQ不可能有大的改進，從少到大，如果有十多點的增長已差不多是奇蹟了。所以我本人就從未見過一個少時點極都唔明而長大了卻對數學有很好的能力的人。

當然，我以上推理，沒有數據支持，ChiChiPaPa，你最神通廣大，有沒有研究支持、或反對我的推論呢？

另外，以我所見所聞，很多家長都喜歡超前這概念，若不理會子女的接受程度，勉強去超前，則情緒會受影響，反為不美。

但當然，如果家長本人是較為開明，較知子女能力的如囝囝爸，會懂得調節進度，或子女本身對此並不當是苦事，則這種危險不會存在。

不過既然數學有這種潛在危險，中、英、常、課外活動都同樣佔據時間，為了play safe，我還是只讓女兒跟著學校進度，比較集中令其他環節來超前。

eviepa

mattsmum

I really need to visit a kumon center tomorrow after reading all these interesting discussion here.

thank you for all your contribution.

MIHOLO

Eviepa & 囝囝爸

我同意你說"循序漸進.維持進度, 用心學習," 等,
像我仔仔公文老師知道他不夠集中及耐性便由每天做10張改為5張, 就是希望他慢慢培養學習興趣及耐性, 現在他每天做公文數都很開心及很有自信心(他是沒覺自己做少別人5張),但公文老師說看到他在進度上未達水準但他比以前進步不少例如學習上, 自律方面,集中等.公文老師說遲些會加回10張給他做及提我們要配合及留意小朋友學習情緒還提我們記得不要迫小朋友去完成10張, 如他有不耐煩便鼓勵或停一停分開做.有需要再同老師說由他們想辦法幫他 這是我今天聽公文老師說的.
因我決定報efl, 還說如上小學有什麼問題可與他商討.
   幾好 !
原想小女兒在3 ago開始學公文英ERP也公文中, 但給公文老師說太小還教我可在平時家裹同她學習認英文及中文不用浪費 因公文英及中都須聽CD及看讀, 故他說除非她能有耐心否則幾困難特別在家長方面.他不是不收我囡囡只是建議. 我同老公都覺有道理可能我緊張

囝囝爸

Eviepa:

首先多謝你的恭賀, 希望中心老師所言成真.  不過唔係我有辦法, 如我前文所講, 是小兒在小四時, 有一位自幼稚園已讀公文的同學在班中名列前矛, 囝囝要求讀公文, 此乃誤打誤撞而已, 不能歸功於我.

你說報章上公文標榜超前教育.  這點我真不知道, 因為我每天要讀的刊物媒體不少, 如連廣告都看埋, 真會分身不暇.  我報章主要在網上閱讀, 家中也訂有一份學生版明報, 廣告祇間中看旅遊, 電腦等消閒物品.  但公文有這種宣傳語句, 絕不為奇.  公文都是一個謀利機構, 香港是一個十分功利社會, 任何宣傳語句都有可能, 要消費者印證過後才可作準.  我是一個四年用家, 和很多讀了幾年的BK用家一樣, 如有超前的話, 都是事實, 不算標榜.  有些希望短期能超前的公文用家, 得不到預期效果早已棄讀.

我囝囝一位小六同學自幼稚園學習公文數,  數學班中第一, 也是校隊奧數代表.  每天半小時,  這位同學六年共比其他同學課外數學學習多近千小時, 數高其他同學兩級, 有中二程度, 是正常實際努力成果, 不是宣傳可標榜得來.   我不知現在中學中二數學程度如何, 現囝囝中一數多重複小六課程, 中二數實際高小六數不足兩級.  

對數學的看法, 除了我不肯定學超越年級數學會對學生造成危害.  各國數學同級有不同水準, 香港比美國高, 中國又可能高於香港, 如美國為安全標準, 中國應受到危害最深.  其他我同意你大部分觀點, 香港數學程度非淺, 我囝囝至目前為止對數學都能了解. 但對些子女尚年幼的家長來說, 未知子女將來數學能力如何, 在子女幼小功課不多時候, 餘閒在課外作準備, 亦可理解.  未雨籌謀, 因臨渴時未必有時間掘井.

囝囝爸

各位家長:

我囝囝小四才開始學習公文英文, 算是中途出家, 也祇學得一科, 相信更多家長有小朋友在幼稚園或小一已開始學公文的, 其體驗心得會更多.

長期學習, 學得上任何方法都有幫助.  學多少科才適合, 我想公文加上學校功課不超過二小時為適合.  我囝囝在小五六功課多時, 也未必會每天做公文功課, 可留至週未或週日不用上學時分二日補回.  

如時光倒流, 我會讓小兒在小一時選讀公文英及中, 公文中文學好普通話及拼音時會放棄.  公文英會讀到尾, 因我覺香港小學,  英文教學實在不足.  公文數會在不足時才考慮報讀.  

子女將讀小一的家長, 如對公文有興趣, 也不要急於就讀, 因升小一也是一個適應期, 待小朋友小一適應下來, 看學校功課和教學程度, 再作決定也不遲.  長期學習, 也不急於一時半載.

我也贊同一位公文家長說法, 公文英文學習閱讀文章好, 內容多樣有趣, 有藝術文學科學歷史時事如 911事件等等,  字彙廣泛, 知識英文並進, 對通識有幫助.

5354

因為太多人反映Kumon重複,我考慮

eviepa

囝囝爸 寫道:
Eviepa:

首先多謝你的恭賀, 希望中心老師所言成真.  不過唔係我有辦法, 如我前文所講, 是小兒在小四時, 有一位自幼稚園已讀公文的同學在班中名列前矛, 囝囝要求讀公文, 此乃誤打誤撞而已, 不能歸功於我.

囝囝爸 ：

你一向知道我的想法：在小學階段，小孩學業能否成功，家庭扮演著關鍵的作用，所讀學校等因素反為次要。

為何那麼多小孩去讀公文英，很多都是較為平庸(只是推斷，如果這樣的成績佔了較高比例，則公文英會一鳴驚人，會於極短時間蓆捲香港)，而你囝囝卻有這樣的成績？這應和家長在家中所營造的氣氛有莫大的關系，我對你的贊賞是由衷的。

討論到此，我深深地感到對公文式的無知，無法作更深入的討論，有點兒像夏虫勉強語冰的感覺，應找些機會，著實去研究一下公文式究竟是甚麼的一回事。

eviepa

hoganmama

5354,

請問可否講下公文中每日所花gei時間有幾多? 需要寫很多中文字嗎? cd有幾長?

thanks!

hoganmama

eviepa

乖女Daddy 寫道:
eviepa,

看到你說:[我的討論只局限公文數，並不包括中、英，因為中、英大可超前，但若數學超前則非常危險。]. 我很想知道你對"數學超前則非常危險"有何看法, 可否略加解釋.其實我真不明為何會"非常危險".

乖女Daddy：

剛剛想到了一個先前沒有想過，但非常重要的要點，現在補充一下：

設若一個小學畢業生已經精通simultaneous equations, distribution law, factorization, sine, cosine等等中一、二題目，這對他來說，未必是好事，因為當他讀中一、二時，數學老師只會按照學校課程去教授，他上課時根本全無挑戰性、全無興趣可以言，若他是個乖孩子，他會像坐牢一樣捱日子，痛苦地浪費時間；若他較反叛，則可能會有紀律的問題。而實際上，學生因為太聰明，老師的講課程度太低而導致的紀律問題經常會出現，如果超前學習，會加劇這現象。

eviepa

ChiChiPaPa

Eviepa，

公文數只是輔助課程，它不包括正規課程的所有內容，所以孩子是沒有可能提早學會正規課程的所有內容，而失去興趣。相反堅實的「骨幹」會使他更有興趣和能力學會學科內的其它內容。

以你說的Geometry為例，以下是在Wikipedia的描述:
「The Kumon Method does not cover geometry as a separate topic but provides sufficient geometry practice to meet the prerequisites for trigonometry。」

公文只抽出「骨幹」部份，來堅實支持下一階段的學習。

我覺得，宣傳上說它讓孩子可達到較高的程度，是有兩個目的。一是吸引家長報讀，二是因為信心是數學成績的重要內在因素。讓孩子覺得他超越其他同學，是對做數的速度和準確度，都很有幫助的。但如果細心研究課程，「超前教育」不是它的課程特色，甚至可以說，它不是設計給資優學生，而是勤力的學生。你要真的用時間去完成一個階段，才可進入下一個階段，是一個循序漸進的課程。

囝囝爸

佩服 ChiChiPaPa 於短時間內對公文數學習有確切了解.  以下是一篇我今早在網上看到的公文教育研究報告, 我囝囝的學習和 ChiChiPaPa 的解說, 可從報告中得到印證..

DR. DAVID E. WEISCHADLE
Professor of Education
Montclair State University
Department of Counseling,
Human Development and Educational Leadership Upper Montclair New Jersey 07043.

One observer (Coulson, 1999) reported that one in three children in Japan are involved in supplemental education programs by grade five. Today, 1,468,577 children in Japan attend Kumon programs. It is the leading provider of supplemental or extended educational programs in that country. Students from Japan and other Asian countries set the pace for the international community consistently placing high on the Third International Mathematics and Science Study (TIMSS).

While the Kumon Method has its roots in Japan almost a half century ago, it has continued to develop to meet the needs of students. Both the math and reading curricula material are under constant review and updating, using feedback from instructors, students, families and educators in general. As a result, the Kumon organization has refined the key principles and realized a great deal of success. While much of this success is measured by anecdotal material, Kumon North America, with national headquarters in Teaneck, New Jersey, is now developing research studies which it hopes will quantify this success in terms which educators will recognize as significant.

This article seeks to identify some of the approaches which have been found to be successful with Kumon students. In many cases, research already supports the principles of learning behind the Kumon Method and explains why students are benefiting. In addition, some data from current studies launched by Kumon have given further evidence that this method has great potential to improve student achievement.

The Kumon Method clearly illustrates the value of supplemental education or extended learning opportunities. Schools in America have adopted curricula that seek to improve students conceptual understanding of math and use of manipulatives. Kumon, in contrast, has a great emphasis on computation and efficiency. While schools encourage the student to reflect and consider how problems are to be solved, Kumon encourages the student to develop his or her memory, learn and store computational procedures, and be independent learners. Kumon provides balance to the school program which Klein (2000) describes as having a "near obsession with calculators, and basic skills [which] are given short shrift and sometimes even disparaged."

While much of the Kumon experience in the United States has been in after-school franchised learning centers, it also has a rich history in schools as well. Approximately 8,000 students now use Kumon during regular school hours in Houston, Dallas, Atlanta and other cities scattered throughout the United States. Key educators in those communities recognized the potential of Kumon and became proponents of the curriculum. It is on this foundation that the Kumon organization is building its current plans to expand to even more schools, particularly in large cities where the potential to aid students is so great.

With Kumon supplementing the school program, students gain much more from their classroom instruction. Since 1990, the schools have emphasized teaching toward the national and state standards in each subject area. As a result, in math, the focus has been on broad concepts, the understanding of word problems, and the use of calculators. The Kumon Method complements this instruction with the opportunity to practice and apply basic math, thus enabling students to reinforce their classroom learning. It is an extremely meaningful relationship; literally, an educational "one-two punch."

Practice and Repetition

Kumon instructors have learned that students gain much from structure and practice. The Kumon method is focused around a series of assignments or worksheets which form the foundation for the learning of addition, subtraction, multiplication, and division. For reading, the method employs a similar approach that uses sight words, phonics and whole language techniques.

Completion of the worksheets results from the student analysis of the assignment presented and his or her correct answers. The student moves progressively through the assignment worksheets which comprise multiple levels. Successful completion is designed to result in understanding the concept and the examples of the concept. Overall, it promotes understanding, skill and confidence.

Students are guided through the assignments, and are asked to repeat the assignments where they experience difficulty or made a number of mistakes. This activity provides the student with what Ericsson, Krampe and Tesch-Romer (1993) describe as "deliberate practice." In effect, the practice reinforces the learning and provides the student with the opportunity to re-learn some steps he or she forgot. The learner of math then becomes like the budding athlete who finds he or she must practice and then, practice some more, to achieve competency.

While the study of memory and repetition date back to Ebbinghaus and his famous "forgetting curve," recent studies in language acquisition by Gass et al (1999) suggests there is "evidence that task repetition resulted in improvement in overall proficiency, selected morphosyntax, and lexical sophistication."

Speed and Accuracy

The increasing dependency on test scores has raised the level of attention about the ability of students to take tests and do well. Urban schools particularly are concerned about how well students focus on taking exams and achieve scores which reflect their true ability. When faced with taking standardized timed tests, many youngsters spend too much time on simple problems and quickly fall behind. In general, their use of time for calculations which could be memorized is wasteful. As one principal (Mote, 1996) noted, "While memorization has not gotten much favorable notice in educational journals in recent years, I believe it is a powerful learning tool that deserves attention in every curriculum."

A basic tenet of the Kumon Method is getting the correct answer as quickly as possible. Kumon instructors literally teach speed and accuracy, emphasizing the efficiency of learning. Somewhat incidentally, this approach is ideal for test taking. Getting the right answer quickly allows the test taker to use the newly available time for tougher questions.

In a pilot project at the Steele Elementary School in Harrisburg, Pennsylvania, "at-risk" students in grades 1 through 5 received supplemental instruction using the Kumon Method in math and reading. Using Kumon diagnostic tests, the students were assessed in terms of the changes in accuracy and speed. The following shows that significant outcomes were realized in just forty-five days of study. In reading, students in grade 1 through 5 increased their speed by nearly 17% (16.9%) and raised their accuracy level by over 9% (9.3%). In math, Steele students improved their speed by 13% and their accuracy by nearly one percent (.7%).

These positive gains in speed and accuracy in such a short period of time are encouraging. However, the modest level of these gains indicates that there are no "quick fixes" when working with at-risk students.

Mastery Learning

Benjamin Bloom (1968,1974) advanced the concept that sufficient time, appropriate instruction, and corrective feedback will enable 95% of the students to learn what only 20% are able to learn without these key elements. The Kumon Method employs all three elements. Kumon encourages students to take the time and practice the lesson. The assignments or worksheets are carefully organized to promote self-learning. Grading of the sheets is immediate so the student gains immediate information about his or her work. Clearly, the Kumon Method is simple yet comprehensive.

Under a three-year grant from the federal government, Project SAIL, or Schools for Active Interdisciplinary Learning, at Oklahoma State University, is examining Kumon's ability to "develop gifts and talents in economically disadvantaged students." Now in its second year, the initial findings reflect the great potential of Kumon. At the end of the school year, Barnes et al (2001) found that the 5th graders who had received Kumon instruction had improved so that 65% of them had mastered at least addition and subtraction and 20% had mastered multiplication and division. In the non-- Kumon group of 5th graders, only 10% had mastered addition and subtraction and none had mastered any concept beyond that. For the 3rd graders, the Kumon group significantly outscored the non-Kumon group on all of the ITBS (Iowa Test of Basic Skills) math subtests as well as on the reading comprehension sub-test. Cox (2000) also found similar results with the general population of an elementary school.

Independent Learning

Much of the classroom activity in American schools is teacher-oriented and teacher-controlled. Information, ideas, and concepts are presented by teachers, organized as they or other teachers think it should be. When the teacher believes the majority of youngsters know or master the subject, the teacher moves on to the next level. However, researchers are increasingly aware that non-teacher alternative approaches hold great promise. As Agran (1997) and particularly Wehmeyer et al (2000) have noted: ". . . there is a growing recognition that there may be marked advantages to having students more actively involved in educational decision-making as well as delivery of instruction itself."

Kumon instructors rely on the student's activities and success to drive student learning activities. In Kumon, the teacher becomes what Linda Darling-Hammond (2001) describes as the "guide on the side" rather than "a sage on the stage." The student using the Kumon Method becomes the key ingredient to learning. After initial diagnostic testing, the student begins the study of math or reading at the point where the student has full knowledge and understanding of the subject matter, and can complete assignments with no error in a set time frame. The "just right starting point" enables the youngster to realize success and satisfaction, which motivates the student to continue on to the next assignment.

Success reinforces the youngster sufficiently and provides support if there are possible setbacks with new material. In the process, the student gains an understanding of the curriculum and knows that the Kumon instructor is there to facilitate the independent learning process. As a result, the student using the Kumon Method gains experience, builds confidence, and gains encouragement to go further. Experiencing the process in supplemental sessions means that schoolwork should become increasingly easier to control by the student. In effect, the student is building his or her self-efficacies, a feature which Scott (1996) says will enable students to "feel in control of their learning situation and believe they have the capabilities necessary to succeed." Students with "high efficacy" are "motivated to work toward a learning goal."

Goals and Feedback

Working independently is only a part of the Kumon Method. In order to focus the students work, goals and objectives are crucial. Kumon's inherent goal is illustrated by its motto - "G by 5"-that is; completion of Level G (Algebra) by fifth grade. This motto becomes the focus of the student and the instructor, giving both achievement outcomes that are realistic and practical using the Kumon approach.

That approach involves students, parents, and instructors. All are part of the mix of goal setting, grading and ongoing feedback. Using the assignments or worksheets, the student and the instructor establish realistic goals about the student's progress over the next six months, and then over the next twelve months. Student success, as indicated by completion of the assignment with very few or no errors, tells the student he or she is doing well, provides assistance to the instructors planning and aids parents in helping their children. Such information enables the Kumon student to become what Bandura (1997) describes as the "self-regulated learner."

At the heart of the feedback is the student's ability to master one level before moving on to the next level. For Kumon, grading is "here and now." Student work is graded as soon as possible. They receive the graded material and must correct their mistakes before going on to the next assignment. This "self-correction" process insures that students see mistakes they made in a timely way, critically analyze the mistake and correct it, and then employ the corrected knowledge in doing the next assignment. Clearly, this process builds confidence and an expectation of success. The student gains in skill and now knows that he or she is able to do math and comprehend reading passages. This result is no small attainment. Pajarer and Miller (1994) cogently point out that "students who lack confidence in their academic skills often exert less effort and persistence in difficult situations."

Long-Term Effect

While much of supplemental education is error-passed tutoring, it is important to note that teachers find tutoring to be a "quick fix." For example, "My son is having trouble with fractions" should generate a great deal of activity beyond the unique issue of fractions; e.g., inversions, denominators, identification, etc. Such a solution is certainly better than taking no action at all. But it is only a stop gap measure; in weeks, this same youngster could experience difficulties. In fact, his problem may be more systemic-he may need help with basic arithmetic (addition, subtraction, multiplication, and division). As Ausubel (1963) noted, the learner needs long term involvement and practice "for acquiring many skills and concepts that do not occur frequently and repetitively enough in a more natural setting."

Kumon is a long-term approach. It begins at a starting point where the youngster knows math completely, and quickly helps the youngster learn what he probably didn't understand when presented in his or her regular classroom. Even more important in terms of time is Kumon's ongoing or cumulative impact on student achievement. The best example of the Kumon impact is to be found in a small town of Sumiton, Alabama. In 1989, the Kumon organization and the Sumiton Christian School began a relationship that has lasted nearly two decades.

The Sumiton School adopted the Kumon Method and has used it continuously over this period with great results. Its students have benefited greatly. Only recently did Kumon examine the impact in an organized fashion. Below are the test scores as compared to other students in Walker County and the State of Alabama (Figure 2).

These scores reflect some preliminary findings which show that the Sumiton students do considerably better than the other students in the county. The 10-point or more spread in grades three through six suggests that the Kumon math program appears to have a very positive impact on the students in this school.

With the success at Sumiton, and with about 8,000 other students in school programs, the Kumon organization has begun to consider expanding in selected school settings. To further establish the method as having a research-base, Kumon has entered into a research project with Columbia University Teachers College to examine Kumon's support in an urban setting. With a pilot program at PS 180 in New York City over the next 12-24 months, Columbia will consider the effectiveness of the Kumon Method.

A National Priority

Identifying and implementing extended learning has become a national priority. During the administration of President Bill Clinton, he and a Republican Congress enacted the 21 st Century Community Learning Centers grant program. In 2001, the program was authorized $846 million to "assure families, educators, and the community that youth will receive homework help, academic skills development, and wider community experience" (de Kanter, 2001). In addition to the federal government, the Mott Foundation and a number of private organizations and groups formed the Afterschool Alliance to encourage public support and involvement.

One of the first legislative issues embarked on by President George W. Bush was an educational program which calls for the use of supplemental education programs to assist failing schools. In No Child Left Behind (2001), President Bush proposed authorization to use federal tax dollars (Title I) for supplemental instructional services. His proposals include providing financial support to parents in failing schools who wish to use after-school programs to help their youngster improve their math and reading skills. In an early White House press briefing on education, a senior Bush administration official expressed the belief that all parents should have this option, noting that "it may be through the Kumon Math and Reading program" (White House Press Briefing, January 23, 2001).

In all, this new funding represents the significance and value of providing more learning opportunities. It also indicates the necessity that such learning not be just more of the same. The Kumon Method truly embodies the tenet posed by one observer (Kugler, 2001) that ". . . the achievement gap is an artifact of students' limited experiences, poorly funded schools, and struggling families, not the inevitable result of low potential." This is also the philosophy which Kumon treasures and promotes, and wishes to make available to all children.


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Barnes, L., Cox, M., Gupta, E., Hollinsworth, P. and Sudduth, A (2001). The Effectiveness of Kumon Math to Improve Basic Math Skills of Disadvantaged Elementary School Students. Unpublished master's thesis, University of Tulsa.
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5354

hoganmama,
she is studying 5A.no need to write words. she listens cd at least twice a day,8-9mins(10 paper) for the hw and the chinese song(2-3 songs) 5-6mins.

hellolanlan

Dear 5354,

Kumon 我仔3科都學過, 所以, 有感而發....

中文 - 最好係拚音, 過完拚音可以不學, 太多抄寫, 手都斷, 又要快, d字從此變得好肉酸, 救唔返... 而且d閱理, 做完一次必記得答案, 唔升班都只係寫得唔夠快

數學 - 係後來先加既, 但唔夠一年停左, 約做到加減文字題(因為唸住比佢留多半個鐘係 centre, 放便我接呀女).  但呀仔明顯係好痛苦, 勁悶, maths 反而差左, 因為慣慣地死要快, 唔準確, 但我寧可佢慢小小, 但 100% accurate.  我覺得數係要理解, 死做係無咩用.  開學時, 呀仔個 maths 呀 sir 講明唔好學 kumon, 珠心算.... 之類, 佢話見得多, 小朋友學左只會係初小好似好好成績, 但上到中學, 因對數學的習慣是 "做" , 成績反而下降.... 這個我不知會不會, 只知停左, 我測考之前提佢要注意的地方, 不要貪快, 成績好過讀kumon時.
總結 : 唔學好d, 佢有同我講番, 話之前見到maths都煩

英文 : so far ok, 因為我懶, 聽cd可以唔使我講....

呀女未開始得, 要遲多d, 佢未掂呀 (佢樣就幾醒, 實在都幾豬), 我唔想佢有痛苦既感覺...

樓主, 我仔一向都係考試月停晒所有課外活動 (包括 kumon) ~ 考試都可以考得好舒服架 ~ 所以一定可以暫停

Sherryko9

睇左咁多對KUMON的意見,認識更多,但亦開始有少少睇厭.其實是由"公文英文-想暫停得唔得"引發大家對KUMON的意見,我們不如確實答左條原問題先---"暫停公文英文得唔得",事乎小朋友能力可否應付學校考試先,如果在公文上浪費太多時間,令到小朋友沒友足夠時間温習學校考試,加上小朋友覺得難兼顧兩者,咁就要暫停公文;講晒一句,看小朋友的時間控制如何.
不要再引述外文或研究來評價任何一項學習方法的好與壞,只須看小朋友的學習能力及時間是否配合;有時某學習方法適合小朋友,但又不能配合家長的安排,亦要放棄.
每樣方法,有好有壞,不用過度評價;某些東西,有人吃是良品,有人吃是毒葯;總括來說,大膽嘗試,仔細觀察,不要一味盲從附和,覺得有不妥,即走!

markchan

原文章由 pumber 於 07-7-7 12:32 發表
作為一個數學教育工作者，我對公文的評語如下:

在小學階段，家長會因應學生的數學成績有進步，計得比其他學生快，以及數學識得比其他學生多，而感到公文的操練物有所值，以為他們的小孩子數學進步了。

學 ...

We are only an average person and there are few genius around. So ' practice make perfect' is an universial truth
and applies to everyday life, including study, from K1 up
to university level. By doing and repeating the exercises, we can have a more in-depth insight into issues. There
indeed very few genius on earth that can tackle issues
and resolve problems without much training. The
popularity of Kumon in Japan will tell by itself that it
works. There would be other similar training centres in
Hong Kong like enopi maths, honlam etc etc. one's candy might be another's poision. We parents would have to
observe and find the one that suits our kids best. cheers.
Kumon teachers always advise that we should not skip
practice and for holidays, may reduce the no of sheets
per day and keep on doing everyday. Doer is better than
nodoer as kids like ours would find difficult to pick up
again due to laziness. One of Kumon's motto is
"continuous work"

ChiChiPaPa

原文章由 pumber 於 07-7-7 12:32 發表
作為一個數學教育工作者，我對公文的評語如下:

在小學階段，家長會因應學生的數學成績有進步，計得比其他學生快，以及數學識得比其他學生多，而感到公文的操練物有所值，以為他們的小孩子數學進步了。

學 ...

這不是公文的問題。這是我們的數學課程的問題。例如，設計數學課程時說要著重思考，孩子在高小可以學用計算機，孩子不用變成運算機器，但到考核時，例如中一編班試，都不可用計算機，而分數都是給予那些運算能力高的學生。又例如課程中很多內容不是必須的，又可通過操練而非理解來取得分數。

孩子讀不讀公文，都同樣可能出現你所說的問題。