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海词积累
1. mastery n. 精通
2. peer n. 同龄人
3. indicate v. 表明
4. quantifiable adj. 可量化的
The introduction into English primary schools of what are successful methods in the Chinese city has had little effect so far on raising pupils’ test results. The UK government’s plan to import Shanghai-style “maths mastery” teaching to England has shown little signs of success in pupils’ results， according to a new research report.
The project came after international tests showed that Shanghai students ranked top for maths in the Program for International Student Assessment （PISA） in 2012， and that 15-year-olds in China are three years ahead of their English peers in their ability to solve maths problems. About that time， the UK， whose students ranked 26th that year， decided to adopt some Shanghai maths mastery teaching techniques into the curriculum， hoping that it would push England up the international league table.
Every year since 2014， groups of British and Chinese teachers have visited each other’s schools to share skills and discuss effective methods. So far， nearly 600 teachers， from both England and China， and mainly from primary schools， have engaged in the exchange， and about 5，000 of Britain’s 16，000 primary schools have adopted the Shanghai maths teaching method.
But the results from the report have not been encouraging. The research， which looked only at those schools that had carried out Shanghai maths teaching for at least two years， with pupils taking the 2017 tests， found taking part in the exchange did not lead to better outcomes.
Mark Boylan， principal researcher， said， “Analyses of impact of participation in the maths teacher exchange alone do not indicate any effect on achievements. There is no quantifiable evidence from this evaluation that the maths teacher exchange is leading to improvements in pupil achievements in maths， but it does not mean there will not be improvements in the future.”
Reading Check
1. Why is the exchange of teachers started？
A.To help English pupils improve their maths.
B.To assist students in Shanghai to learn English better.
C.To instruct Chinese students to solve their maths problems.
D.To get English pupils to rank top in maths in PISA in 2013.
2. How many primary schools in Britain have adopted the teaching method？
A.About 16，000.
B.About 600.
C.About 5，000.
D.About 11，000.
3. What’s the attitude of Mark Boylan towards the exchange at present？
A.Indifferent. B.Doubtful. C.Disapproving.
1. mastery n. 精通
2. peer n. 同龄人
3. indicate v. 表明
4. quantifiable adj. 可量化的
The introduction into English primary schools of what are successful methods in the Chinese city has had little effect so far on raising pupils’ test results. The UK government’s plan to import Shanghai-style “maths mastery” teaching to England has shown little signs of success in pupils’ results， according to a new research report.
The project came after international tests showed that Shanghai students ranked top for maths in the Program for International Student Assessment （PISA） in 2012， and that 15-year-olds in China are three years ahead of their English peers in their ability to solve maths problems. About that time， the UK， whose students ranked 26th that year， decided to adopt some Shanghai maths mastery teaching techniques into the curriculum， hoping that it would push England up the international league table.
Every year since 2014， groups of British and Chinese teachers have visited each other’s schools to share skills and discuss effective methods. So far， nearly 600 teachers， from both England and China， and mainly from primary schools， have engaged in the exchange， and about 5，000 of Britain’s 16，000 primary schools have adopted the Shanghai maths teaching method.
But the results from the report have not been encouraging. The research， which looked only at those schools that had carried out Shanghai maths teaching for at least two years， with pupils taking the 2017 tests， found taking part in the exchange did not lead to better outcomes.
Mark Boylan， principal researcher， said， “Analyses of impact of participation in the maths teacher exchange alone do not indicate any effect on achievements. There is no quantifiable evidence from this evaluation that the maths teacher exchange is leading to improvements in pupil achievements in maths， but it does not mean there will not be improvements in the future.”
Reading Check
1. Why is the exchange of teachers started？
A.To help English pupils improve their maths.
B.To assist students in Shanghai to learn English better.
C.To instruct Chinese students to solve their maths problems.
D.To get English pupils to rank top in maths in PISA in 2013.
2. How many primary schools in Britain have adopted the teaching method？
A.About 16，000.
B.About 600.
C.About 5，000.
D.About 11，000.
3. What’s the attitude of Mark Boylan towards the exchange at present？
A.Indifferent. B.Doubtful. C.Disapproving.