NACIS传来重磅捷报：G10的胡恩源Karl、李宛姍Melody和山赟涛Yuntao三位同学，同时在IGCSE数学（0580 Extended）考试中斩获卷面满分，并一起荣膺了剑桥国际考试局颁发的“剑桥卓越学子奖”。Recently, NACIS received exciting news. Karl Hu Enyuan, Melody Li Wanshan, and Yuntao Shan from Grade 10 have achieved full marks in the IGCSE Mathematics (0580 Extended) examination and were awarded the “Outstanding Cambridge Learner Awards” by Cambridge Assessment International Education.
近日，NACIS传来重磅捷报：G10的胡恩源Karl、李宛姍Melody和山赟涛Yuntao三位同学，同时在IGCSE数学（0580 Extended）考试中斩获卷面满分，并一起荣膺了剑桥国际考试局颁发的“剑桥卓越学子奖”。这是继去年G10的常博文Bob同学获得该奖项之后，NACIS学子再度在IGCSE考试中斩获佳绩。一个班级三人满分，这不仅是NACIS学子们日复一日努力学习的成果体现，更折射出NACIS在课程构建、教学创新与育人氛围上的系统化优势。
Recently, NACIS received exciting news. Karl Hu Enyuan, Melody Li Wanshan, and Yuntao Shan from Grade 10 have achieved full marks in the IGCSE Mathematics (0580 Extended) examination and were awarded the “Outstanding Cambridge Learner Awards” by Cambridge Assessment International Education. Following last year’s success of Bob from Grade 10 who received the same honor, the achievement demonstrates the exceptional academic performance of our students in the IGCSE examinations. Having three students from the same class attain full marks not only reflects their persistent effort and academic discipline but also exemplifies our systematic strengths in curriculum design, teaching innovation, and its holistic, student-centered learning environment.
学子心得：以理解为基、用方法破题，每一步的节奏都踩准考点
Students’ Reflections: Grounded in Understanding, Guided by Method - Every Step Aligned with Assessment Objectives
对于如何获得如此优秀的成绩，三位学子一致提到，“拒绝模糊认知”是贯穿备考全程的核心原则。
When asked about the key to their outstanding results, all three students agreed that their guiding principle throughout the preparation process was to “reject vague understanding.”
Melody始终坚持对知识点的理解透彻，从不会带着一知半解的状态上考场，更不会单纯死记硬背公式或结论。面对每个知识点，她都会主动钻研原理，弄清楚背后的逻辑，Melody说：“只有掌握底层逻辑，才能更深刻地记住并灵活运用，即便遇到题型发生改变也能应对。” 同时，她也特别指出需要仔细对照mark scheme，分析考官的评分逻辑，明确哪些解题步骤是得分点，通过贴合考官思路提升答题针对性。
Melody emphasised the importance of comprehending concepts thoroughly rather than relying on rote memorization. She never enters an examination with only a partial understanding, nor does she depend solely on memorizing formulas or conclusions. For each concept, she takes the initiative to explore its underlying principles and internal logic. As Melody explained: “Only by grasping the underlying logic can we remember and apply knowledge flexibly. Even if the question format changes, we can still respond effectively.” She also highlighted the importance of studying the mark scheme, analysing examiners’ marking logic to identify the key scoring points in each problem. By aligning her reasoning with the examiner’s expectations, she enhances the precision and relevance of her responses.
Yuntao与Karl也无私地分享了他们的备考策略。在基础铺垫阶段，他们会逐章节梳理考点，确保没有知识盲区，不让自己带着疑问进入备考后期。做完真题、整理错题与知识点时，他们遇到错题会先分析原因，若是因粗心出错，会特意提醒自己考试时多读几遍题目、多验算几遍；用文档或思维导图梳理薄弱知识点时，核心是保证内容富有逻辑性，方便复习时快速定位知识漏洞。另外，Yuntao还分享了提升效率的技巧：在整理好的学习资料中添加超链接，复习时点击链接就能直接跳转到对应的错题或解析，节省大量查找资料的时间。针对解题速度慢的问题，Karl则分享了在模拟考中压缩时间的办法：如正式考试时长为2小时，他会刻意用1.5小时完成答题，既锻炼解题节奏，也能预留出充足的检查时间；检查时会用不同方法做两遍同一道题，通过交叉检验降低计算或思路错误的概率。
Yuntao and Karl also shared their preparation strategies in detail. During the foundational stage, they reviewed topics systematically to ensure full coverage of all knowledge points, leaving no conceptual gaps before entering the intensive preparation phase. When practicing past papers and reviewing errors, they would first analyse the cause of each mistake. If an error resulted from carelessness, they reminded themselves to read the questions more carefully and verify calculations multiple times during the actual exam. In organizing weak areas, they created structured documents and mind maps to ensure logical coherence, enabling efficient review and quick identification of knowledge gaps. Yuntao also introduced a method to improve study efficiency - he inserted hyperlinks into his notes so that during revision, a single click would lead to the relevant mistake or detailed solution, saving valuable time. Addressing the issue of time management, Karl shared his technique for improving speed. During mock exams, he shortened the exam duration from two hours to one and a half hours, thereby training his time control and leaving sufficient time for review. During the checking process, he would rework key problems using alternative methods to verify both his calculations and reasoning, effectively reducing the likelihood of errors.
平时学习面对难题，他们形成了默契的三步法：第一步先独立思考，不仅运用与题目直接相关的知识点，还会尝试关联近期学过的、看似无关的内容；第二步若自主尝试无果，就一起交流讨论，有时能碰撞出新的解题思路，即便出现观点分歧，也能在辩论中理清自身思路漏洞；第三步是带着具体的问题找老师请教，比如明确自己卡在某一步推导或某个知识点的关联上，希望老师在那个解题环节上予以点拨，从而避免无目标的沟通。正是这样一点一滴学习习惯的积累，塑造了他们扎实的解题思路，为获得优秀成绩奠定基础。
When faced with challenging problems during their daily learning, the three students developed a three-step problem-solving approach. Independent Thinking - They first attempt to solve the problem individually, not only applying relevant knowledge but also connecting seemingly unrelated concepts recently learned. Collaborative Discussion - If independent attempts fail, they discuss the problem together, inspiring new ways of thinking. Even when opinions differ, the debates help each student identify gaps in their own reasoning. Targeted Consultation - They approach teachers with specific and focused questions, such as pinpointing which step of a derivation is unclear or how two concepts are related. This allows for precise and purposeful guidance rather than general explanations. Through such consistent and methodical study habits, the students have cultivated solid analytical thinking and systematic problem-solving skills - the very foundation of their outstanding academic achievements.
教师智慧：分层教学、创新课堂，让每个学生都能跟上节奏、突破难点
Teachers’ Expertise: Level-based Teaching and Innovative Classrooms - Enabling Every Student to Keep Pace and Overcome Challenges
三位学子的成长，离不开他们的数学老师Ms. Christal及整个数学组团队的系统性指导，而“尊重差异、聚焦思维”正是团队教学的核心。
The remarkable achievements of the three students are inseparable from the systematic guidance of their mathematics teacher, Ms. Christal, and the entire mathematics team. At the heart of their teaching philosophy lies the belief in “respecting individual differences and cultivating mathematical thinking.”
在日常教学中，Christal老师不会刻意加快授课速度，也不强调频繁刷题，但会适当加深知识难度。比如讲解三角函数、微分等难点内容时，Christal老师不会仅让学生记忆结论，而是将更多的教学精力投入到拆解推导过程，拓展知识的实际应用场景上，只有这样才能真正锻炼学生的逻辑思维能力，避免学生陷入只会套公式做题的的误区之中。
In her daily teaching, Ms. Christal does not accelerate the pace of teaching or emphasise repetitive drilling. Instead, she focuses on deepening conceptual understanding and increasing the level of challenge. For instance, when teaching complex topics such as trigonometric functions or differentiation, she avoids having students merely memorize formulas and results. Rather, she devotes substantial effort to deconstructing the derivation process and exploring practical applications of mathematical principles. This approach helps students develop logical reasoning and prevents them from falling into the trap of formulaic problem-solving.
课堂设计同样注重引导学生主动探索：讲解函数图像时，会让学生通过画图软件自主操作，调整参数观察图像变化，相比传统的描点画图，这种方式能大幅节省时间，学生通过直观感受参数对图像的影响，更容易总结规律，记忆也更牢固；复习课上，会让愿意分享的学生上台讲解题目，从会做、做对，到会讲、讲得让别人听懂，是对知识掌握程度的不同层次检验，能帮助他们进一步深化理解；遇到“垂直斜率互为负倒数”这类知识点时，会专门花一整节课时间，引导学生从几何图形性质、代数计算、三角函数等不同角度进行证明，在串联多个知识点的同时，也锻炼了思维的灵活性。
Classroom design also emphasises active exploration. When teaching functional graphs, students are encouraged to use graphing software to manipulate parameters and observe how the graphs change dynamically. Compared with the traditional method of plotting points manually, this approach improves efficiency while fostering intuitive understanding of how parameters affect graphs - making patterns easier to summarize and recall. During review sessions, students who are confident are invited to teach and explain problems to their peers. The process of moving from being able to solve to teaching reflects a higher level of mastery, allowing students to consolidate and deepen their understanding. In teaching concepts such as “the slopes of perpendicular lines are negative reciprocals,” Ms. Christal often devotes an entire lesson to guiding students through proofs from multiple perspectives - geometric, algebraic, and trigonometric. This integrative approach not only strengthens conceptual connections but also enhances cognitive flexibility.
针对不同学生的性格与学习习惯，Ms. Christal还会灵活调整指导策略：喜欢分享表达的学生，就多给他们提供讲解题目或展示思路的机会；性格较为腼腆的孩子，会鼓励表达的同时尊重其习惯，在课后再单独确认他的解题思路，确保能跟上课堂节奏。Ms. Christal还提到，满分的三位学生有一个共同特点，就是相信老师的教学安排，严格跟着老师的节奏和要求学习，也都没有额外参加课外补课，而是把学校的每一堂课都上好、上扎实，充分相信学校教学的力量，最终获得了非常理想的成绩。在这一点上，他们和今年的IB满分学姐Rose一样，把时间、精力和信任全都投入到学校的课堂教育之中，注重课堂学习，相信学校实力，在学校老师的带领下坚实地走好每一步，才是他们所有人获得至高荣誉的秘籍。
To cater to students’ diverse personalities and learning habits, Ms. Christal also adopts a flexible and individualised approach. For students who enjoy sharing and expressing themselves, she provides more opportunities for them to explain problems or present their thought processes. For those who are relatively reserved, she encourages them to express their ideas while respecting their personal comfort zones, following up individually after class to confirm their understanding and ensure they can keep pace with classroom progress. Ms. Christal also noted that the three students who achieved full marks share a common trait. They trust their teachers’ academic planning and follow the teaching rhythm and expectations. None of them participated in additional external tutoring; instead, they focused on making the most of every lesson, engaging deeply with in-class learning, and believing in the strength of teaching. As a result, they achieved outstanding results. In this respect, they are much like Rose, the top IB scorer, who also devoted her time, energy, and trust to the classroom education. Their shared “secret” to success lies in valuing in-school learning, trusting their teachers’ expertise, and progressing steadily under professional guidance - steps that ultimately led them to the highest academic honors.
备考阶段，“精准冲刺”策略更具针对性：考前预留3-4周进行总复习，这个时长经过实践验证——过长易导致学生倦怠、失去动力，过短则无法充分查漏补缺，一个月左右的周期能平衡效率与效果；带领学生逐题研读mark scheme，还会组织学生进行自批和互批，帮助他们更直观地理解评分标准，避免出现“会做但因步骤不完整或表述不规范丢分”的情况；要求学生记录每次模拟考的成绩，通过对比分析判断自己在哪个paper上问题更大，再进行针对性的查漏补缺；考前最后两天，考虑到中国学生可能在英文题干理解上遇到障碍，会带着学生逐条过一遍考纲中的英文术语，确保每个学生都能准确看懂题目要求。此外，Ms. Christal还会在课堂中穿插数学历史、数学危机、《平面国》相关内容等书本外的知识，这些内容看似与做题无关，却能帮助学生理解抽象知识的来源与意义，进一步提升对数学的学习兴趣。
During the examination preparation phase, the mathematics team implemented a highly targeted “precision review” strategy. Approximately three to four weeks were reserved for comprehensive review - a duration optimized through experience: a longer period may lead to fatigue and loss of motivation, while a shorter one would not allow sufficient time for consolidation. A month-long review strikes the right balance between efficiency and effectiveness. Students were guided to analyse mark schemes question by question and were encouraged to conduct self- and peer-marking exercises. This practice helped them understand the marking criteria more intuitively, reducing the risk of losing points for incomplete steps or unclear reasoning despite correct answers. Students were also required to record their mock exam results, analyse their performance across different papers, and identify areas needing targeted improvement. In the final two days before the exam, considering that some Chinese students might face challenges in interpreting English question stems, Ms. Christal reviewed key English terms from the syllabus with the students to ensure accurate comprehension of exam requirements. Moreover, she often integrated enrichment content - such as the history of mathematics, mathematical crises, and discussions of works like Flatland into her lessons. Although these topics may seem unrelated to exam practice, they help students appreciate the origins and significance of abstract mathematical ideas, thereby enhancing both understanding and interest in the subject.
学校支撑：课程衔接、包容氛围，为高分筑牢成长根基
Institutional Support: Curriculum Continuity and an Inclusive Culture - Building a Strong Foundation for Academic Excellence
优异成绩的背后，是NACIS完善的教学资源与育人体系在托底。
Behind the students’ outstanding results lies the robust curricular design, teaching resources, and student development framework that we have established over the years.
课程设置上，学校实现了从基础到进阶的无缝衔接：数学组长王昱老师推动教材改革，从以沪教版为基石到以双语数学和IG考试为导向，让学生、家长与教师的目标高度统一，为后续衔接IB、A-Level课程做好过渡。目前G6-G8均使用与IG考点挂钩的双语校本教材，让学生在中学低年级就能接触到国际课程的知识框架与英文术语，当学生升入G9备战IG0580考试时，无需额外适应知识断层，能更快进入备考状态。
In terms of course design, we ensure seamless progression from foundational to advanced levels. Under the leadership of Mr. Wang Yu, Head of Secondary Maths & Director of Numeracy, the department has implemented a reform that shifts from the Shanghai curriculum to a bilingual mathematics programme aligned with IGCSE objectives. This reform unites the goals of students, teachers, and parents, while also laying a strong foundation for future transitions to IB and A-Level programmes. Currently, students in Grades 6-8 use school-based bilingual textbooks that are linked to IGCSE examination content. This early exposure allows younger students to familiarise themselves with the conceptual framework and English terminology of international curricula. Consequently, when they progress to Grade 9 and begin preparing for the IGCSE Mathematics (0580) examination, they can transition smoothly without encountering knowledge gaps, thus entering the preparation stage more efficiently.
同时，NACIS的分层教学模式进一步保障了教学效果：基础薄弱的学生可以在相应的教学班通过更加详尽的步骤讲解集中巩固核心知识点; 成绩平稳的同学可以在授课中发现自己在数学上的兴趣点，争取再往上迈一个台阶；而数学能力突出的学生则有机会接触更具挑战性的内容，比如竞赛相关的拓展题型，来精确匹配未来的升学方向。
Our level-based teaching model enhances teaching effectiveness. Students with weaker foundations are placed in groups where teachers focus on consolidating core concepts through detailed step-by-step explanations. Those with stable academic performance are guided to discover personal interests in mathematics and to extend their learning beyond the syllabus. Meanwhile, high-achieving students are challenged with advanced and competition-related problem sets, enabling precise alignment with their prospective academic pathways.
在教学法探究方面，NACIS给予教师充分的创新空间，鼓励老师们在完成总体教学任务的基础上，对于根据学生的具体情况采用不同的教学方式去支持学生的个性化需求。Ms. Christal就曾组织学生分组完成某一章节的presentation，让学生以教师的视角梳理知识、设计教学环节，分析其中的数学知识点，这些实践不仅激发了学生的学习兴趣，也锻炼了他们的自主学习能力、表达能力与团队协作能力。
In terms of teaching innovation, we provide teachers with ample autonomy and flexibility, encouraging them to adopt varied instructional methods that address the diverse needs of their students. For instance, Ms. Christal organised group presentations in which students acted as teachers to structure lessons, analyse mathematical concepts, and design instructional activities. Such initiatives not only enhanced students’ engagement but also fostered independent learning, communication, and collaboration skills.
校园氛围上，NACIS营造了包容且积极的学习环境。在课堂中，学生回答问题或分享思路出现错误时，师生会共同将其作为学习案例，分析错误原因、梳理正确思路，正是这种轻松的试错氛围让学生敢于表达、勇于探索。学校还鼓励学生平衡学科学习与综合素质发展，比如Yuntao作为学生会成员，在参与学生会工作的过程中，锻炼出更强的时间管理能力，这种能力反哺学习，让他能更高效地规划备考时间。
We also cultivate an inclusive and supportive learning atmosphere. In class, when students make mistakes while answering or explaining problems, both teachers and peers treat these moments as valuable learning opportunities - analysing the causes of errors and clarifying correct reasoning. This constructive “trial-and-error” environment encourages students to express ideas freely and explore concepts without fear of failure. Beyond academics, we emphasise balanced development across disciplines and personal growth. For example, Yuntao, as a member of the Student Council, has developed strong time management and organizational skills, which in turn have enhanced his efficiency in academic planning and exam preparation.
此次Karl、Melody、Yuntao三位学子斩获IGCSE数学满分与剑桥卓越学子奖并非偶然，而是NACIS“优质课程、创新教学、包容氛围”育人体系长期实践的结果。从中学低年级双语教材的铺垫，到高年级分层教学的精准适配；从教师团队的个性化指导，到教研创新的持续探索；从包容的试错环境，到全面发展的育人理念，每一个环节都在为学生的成长提供强有力的支撑。未来，NACIS将继续深耕双语教育领域，不断优化课程体系与教学方法，既要助力更多学子在IGCSE等国际考试中取得优异成绩，更要培养他们的逻辑思维、探索精神与综合素养，让他们不仅能在学术舞台上绽放光彩，更能以扎实的学识与健全的人格，从容应对未来人生的各类挑战，实现长远发展。
The remarkable achievement of Karl, Melody, and Yuntao, who attained full marks in IGCSE Mathematics and received the Cambridge Outstanding Learner Awards, is far from coincidental. It represents the long-term success of our educational philosophy - a comprehensive system grounded in high-quality curriculum, innovative teaching, and an inclusive learning culture. From the early introduction of bilingual mathematics materials in the lower grades to the targeted level-based teaching in upper grades; from personalised teacher guidance to the ongoing pursuit of pedagogical innovation; from a supportive environment that embraces mistakes to an educational vision that promotes holistic development - every component contributes to the students’ academic growth and personal excellence. Looking ahead, we will continue to deepen its practice in bilingual education, refining both courses and approaches. We aim not only to help more students excel in international examinations such as the IGCSE, but also to cultivate their logical thinking, curiosity, and well-rounded competencies. In doing so, we empower our students to shine not only on the academic stage, but also to meet the challenges of the future with solid knowledge, integrity, and confidence - achieving sustainable and meaningful growth.
“少年何妨梦摘星，敢挽桑弓射玉衡。”
在摘取学术之星、梦想之星的路上，NACIS的少年们正大步迈进、一往无前！
“Let youth dream of plucking stars and dare to draw bows at the vault of heaven.”
On their journey to pursue both academic and aspirational excellence, our students continue to stride forward with determination, courage, and an unwavering spirit.
