昨天我們推出了由Birkdale學習小組帶來的“天行人不斷學習系列五之百年名校探索篇”，在Birkdale學習的一個月里，她們收獲滿滿，感悟頗深。作為天行人，我們深切認同文章中所寫的“一件小事，通過一群人有責任心的、有熱情的、有高度的、反復去做，就變成了一件偉大的事”，也正在不斷地付諸實踐。
Yesterday we launched the " Teenseners Continuous Learning Series Chapter five——Centennial School Exploration" brought by the Birkdale Study Group. During the month of studying in Birkdale School, they were full of ideas and deeply impressed. As Teenseners, we deeply agree that "A small thing becomes a great thing through a group of people's responsible, enthusiastic, future-minded, and repeated actions." And we continuously put into practice.
今天這篇“天行人不斷學習系列五之經濟學科探索篇”的作者是天行經濟組學科組長羅佩瑤Sophia老師。Sophia老師走進英國的經濟學課堂，更深刻感受到了“欲戴王冠，必承其重”的責任感。通過這次的學習，Sophia認識到了西方教學的優點，也找到了可以運用在我們學生身上的融合性方式，相信通過這樣的教學，學生們一定能夠更加全面的學習經濟學。
Today, the author of the "Exploration of Economics of Teensen Continuous Learning Series Chapter five " is Sophia, the leader of the Teensen Economic Group. As Sophia walked into the economics classroom in the UK, she felt a deeper sense of responsibility. Through the studying experience, Sophia recognized the advantages of Western teaching methods and found a fusion method that can be applied to Chinese students. She believes that through this teaching method, students will be able to learn economics more comprehensively.
“經濟學是社會科學的王冠”。作為一名A-Level經濟學老師，當我來到Birkdale進行學習，走進英國的經濟學課堂，我便深刻感受到了“欲戴王冠，必承其重”的責任感。
"Economics is the crown of social science." As an A-Level economics teacher, when I came to Birkdale and entered the economics class in the UK, I felt a deep sense of responsibility.
A-Level在高中開設經濟學課程，主要是為學生之后的大學學習打基礎，高中生學習經濟學是很有挑戰性的。
A-Level offers economics courses in high schools, mainly to lay the foundation for students' university study life. It is very challenging for high school students to study economics.
一方面，經濟學中充斥著大量基礎性的概念知識，需要學生花費大量的時間精力去記憶這些概念；另一方面，經濟學的知識需要有邏輯性的整理和運用，這又對學生的邏輯思維和綜合思考能力提出了要求?？梢哉f，經濟學是一門文理兼收的學科。但是，學好經濟學的好處也不少，學生不但能夠逐步形成對現象的宏微觀分析，也能夠更加全面的思考問題。此外學習經濟學對于學生財商、智商、情商的培養都能夠起到至關重要的作用。
On the one hand, economics is full of basic concept knowledge, and students need to spend a lot of time and energy to memorize these concepts. On the other hand, the knowledge of economics needs to be logically organized and applied, which requires student's logic thinking and comprehensive thinking skills. It can be said that economics is a subject that combines both science and art. However, there are also many benefits to study economics as well. Students can not only gradually form macro-micro analysis of phenomena, but also be able to think more comprehensively. In addition, studying economics can play a vital role in the cultivation of students' financial quotient, intelligence quotient, and emotional quotient.
來到Birkdale之前，大部分老師都認為，只有未來想要選擇商科或者經濟學方向的學生才需要選擇經濟學進行學習。但是來到這之后我發現，學生選擇經濟學很大程度上是因為這個學科他們感興趣，而且Birkdale的經濟學非常厲害，往年得分率非常高，因此學生愿意為了高分選擇經濟學。此外，因為英國的大學大部分都要求學生提交3門A-Level成績，如果專業有特別要求會列出必須選擇的一到兩門學科，剩余學科的學習完全根據學生意愿進行選擇。所以哪怕是未來計劃學習天體物理、藥劑學等專業的學生，也在很努力的學習經濟學。另外有一些未來計劃學習商科或者管理類的學生，他們也并沒有選擇經濟學作為主要學習學科。這是與國內相對不一樣的一點。
Before coming to Birkdale, most teachers thought that only students who want to choose business or economics major need to choose economics. But after coming here, I found a great number of students choose economics because they are interested in this subject, and Birkdale's economics teaching is excellent. In previous years, the score rate of economics was very high, so students are willing to choose economics for high scores. In addition, because most universities in the United Kingdom require students to submit 3 A-Level scores, if there are special requirements for the major, one or two subjects must be selected. The remaining subjects are selected according to the students' wishes. So even students who plan to study astrophysics and pharmacy in the future will also study economics very hard. In addition, there are some students who plan to study business or management major in the future. They also do not choose economics as their majors, which is different from China.
▲Birkdal課堂學生筆記
中西方在經濟學教學的過程中，側重點其實是不同的。在學習期間，我發現大部分西方的學生體現出了兩種非常好的品質：邏輯性分析與主動性學習。老師在上課過程中不斷的拋出問題讓學生思考，這些問題之間的相關關系非常明確，層層遞進，讓學生從最簡單的問題開始思考，逐漸思考到最難的問題上，老師只需要為學生講解最難的問題，然后再對之前學生沒有思考到的細節進行補充就可以了。這樣的培養方式，讓學生逐漸習慣了對題目和現象的分析，由表及里，從最簡單的現象分析出最復雜的理論知識。而主動性學習更是這邊每位學生的常態，老師對學生的管控并不多，雖然仔細，但大部分的空間都留給學生發揮，如果學生需要幫助，老師會非常樂意的幫助他們，但從來都不會有老師替學生思考和完成任務的情況。這樣一來，很多學習的方式和方法都是由學生自己摸索和學習的，并且在學習過程中，學生之間的溝通能夠起到互相幫助的作用。老師在教學過程中嚴格而把控學生的學習進度和方式，其他空間留給學生反而能夠讓學生了解到：學習是自己的事情，老師只是輔助者。學生的主動性加強后，更加能夠約束自己的行為和效率，為出成績打下基礎。
In the course of teaching economics between China and the West, the emphasis is different. According my research, I found that most western students exhibit two very good qualities: logical analysis and active learning. In the course of the class, the teacher continuously throws questions for students to think. The correlation between these questions is very clear. The layers of these questions are progressive, which allow students to start thinking from the simplest problem and gradually to the hardest problem. Teachers need to explain the most difficult problems to the students, and then supplement the details that the students did not think about before. This kind of training method allows students to gradually get used to the analysis of topics and phenomena, and analyze the most complex theoretical knowledge from the simplest phenomena from different sides. And active learning is the usual state of every student here. Teachers do not have much control over students, so students have a lot of space to think. If students need help, the teacher will be willing to help them, but there is never a situation where teachers think and complete tasks for the students. In this way, many learning methods are explored and acquired by students themselves, and during the learning process, communication between the students can help each other. In the teaching process, the teacher strictly controls the student's learning progress and methods, leaving space for the students to understand that learning is their own business, and teachers are only helpers. After the students' initiative is strengthened, they will be able to restrain their behavior, and lay a foundation for academic achievements.
▲Birkdal老師放在教室、辦公室的私人藏書，學生可借閱
中國的教學方式在教授西方經濟學的過程中，難免出現不適應、水土不服的情況。但是通過這次的學習，我認識到了西方教學的優點，也找到了可以運用在我們學生身上的融合性方式。相信通過這樣的教學，學生們一定能夠更加全面的學習經濟學。
In the course of teaching economics in China, it is inevitable that it is difficult to adapt to the situation of Chinese students. But through the study in Birkdale, I realized the advantages of western teaching methods, and also found an inclusive way that can be applied to Chinese students. I believe that through the teaching method, students will be able to learn economics more comprehensively.
撰寫：Sophia 羅佩瑤
編輯：Wendy 賈西貝
翻譯：Michael邱 宇
朗讀：Grace 李 琴
主編：Jane 肖 依
總編：Gary 高 陸
來源:天行一中
