老师，你好-快来认识我们的数学老师邹逸鹤|Meet Our MathTeacher- Amy Zou

Amy Zou

邹逸鹤

小学数学老师

Primary school math teacher

邹老师拥有双硕士学位，她分别获得了加州大学戴维斯分校理学硕士和香港中文大学教育学硕士。她的本科和第一硕士专业为理学方向，第二硕士为教育学专业，在校期间成绩优异，多次获得奖学金，在美国留学阶段，她曾担任助教和培训讲师，拥有丰富的英文授课经验。在香港攻读教育硕士期间，她深入学习教育心理学、课程设计及决策、国际教育等理论知识。

邹老师曾就职于深圳市小学，就职期间，她认真探究学科融合教学方法以及未来学校教育理念并且她参与到STEM的校本课程研发及未来学校相关课题研究工作。

Ms. Zou obtained a Masters of Science degree at the University of California, Davis and a Masters of Education degree at the Chinese University of Hong Kong. Ms. Zou majored in science during her undergrad and graduate study experience. She earned a second Masters degree in Education. Ms. Zou earned several scholarships due to her excellent academic achievements. MS. Zou worked as a teaching assistant and instructor in the United States, with a rich experience in teaching English. She studied educational psychology, curriculum design, decision making, and education from an international perspective when pursuing the Master of Education degree in Hong Kong.

She worked in a primary school in Shenzhen, focused on interdisciplinary courses, future school education and  participated in STEAM school-based curriculum development.

邹老师非常热爱园艺、花艺，烹饪和瑜伽。她认为，双语教育不仅是对两种语言的融合，更是对多元文化的包容。小学阶段是语言发展的重要时期之一，双语教育能够发展学生的语言技能和对多元环境的适应。

Ms. Zou is enthusiastic in horticulture, flower art, cooking, and yoga. She thinks Bilingual education is not only the inclusion of two languages but the understanding of multiple cultures. Primary school is one of the important stages of language development. Bilingual education can develop both language skills and the adaption of multiple cultural environments for students.

邹老师在教学方有着自己独到的课堂经验，她将会在授课过程中，明确不同年级的数学学科的教学目标；从学生视角出发，根据学生的年龄和思维发展的不同程度制定不同的学习目标。

在备课时考虑到每个学生的不同的学习需求，与合作的外方教师进行交流，研究多元文化背景下对同一知识的理解和讲解方式的区别，选出最适合本校学生的授课方式。

这样的授课方式可以让双语学习成为学生们学习的一种习惯，在课堂中加入数学词汇的英文教学，循序渐进地提高学生对于双语数学名词的掌握。鼓励学生双语表达，让学生在表达中不断提高双语学习的能力。

In terms of teaching, Amy hopes to have a different classroom experience"Firstly, identifying the objectives of math in different grades. Setting up the learning objectives according to students’ age and development level. Secondly, considering the learning needs of students, communicating with the co-teachers, studying the understanding and teaching methods of the same knowledge under different culture background and selecting the most suitable teaching methods for NAS students. Thirdly, making bilingual learning a habit. Introducing English math terms in class, improving students’ mastery level of English math terms gradually. Lastly, encouraging bilingual expression of ideas from students and improving the bilingual learning capability of students when expressing their ideas."

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