英文，一直是台灣孩子的致命傷

龍樹菩薩在大智度論裡面說過一段話：『良藥，雖能治癒疾苦，但倘若不能保持順序，因此失去藥效，那病也治不好。』台灣教育部規定：國中畢業生，約需懂800-1200個單字；高中畢業生，約需懂8000-12000個單字。以這樣的能量，要去澳洲讀中學或高中，似乎非常薄弱。

澳洲中學不僅教授知識書，更注重『育人』及『通才』教育，包括：

• 自律、自尊、尊重同學、關愛世界
• 人與人之間相處的溝通技巧
• 團隊合作、自我表達、個人發展

澳洲的中學運用多種不同的『教學』模式，包括：

• 電子教學
• 小組專案與上台報告
• 教師指導學習
• 學生自主研習
• 視覺化報告演示
• 互動式授課

澳洲的中學評估學生學業成績的方法也多樣化，包括：

• 傳統的課堂測驗
• 口頭與視覺化報告
• 個人研習專案
• 小組工作
• 音訊與影片播放
• 每天的課後作業

在澳洲，通過在澳洲中學的教育、成長，既能使孩子變得『豐富自我』，又能『獲取知識』，同時培養精湛的『學習技巧』和優秀的『個人品行』，讓孩子在成人後，順利踏入變化萬千的社會，成為有實力、品德高尚的人，為澳洲社會的繁榮貢獻應有的能力，讓孩子的人生成長之旅更加豐盈完美。這些，都是用『英文授課』的！

即使真要去讀語文中心、把英文『紮實的打好底子』一樣，學習也是有次序：一定是GE基礎英文的文法、聽跟說的技巧『打地基』；地基挖的夠深、連續壁打的夠穩密，然後才開始架鋼骨：FCE 劍橋初級英文- EB商用英文- CAE 劍橋高級級英文。AE 1-2-3 升學英文，頂多算是灌漿！並不是讀個20週、30週的英文，就可以順利的讀畢業的！

所以，請您再深思一下：只擁有800個字的國三生，或是8000個字的高三生，要如何去和『母語是英文』的澳洲學生競爭呢？

給大家對比一下自己或孩子的英文能量：

• 英文版哈利波特1-6集，宋代表女兒，在小二升小三的暑假看完的。
• 宋代表女兒，小五的期末報告，是一篇『16000字』的短篇自創小說
• 宋代表女兒～普通班、不是資優班的學生～ 國二 (Y8) 類似台灣國中『國文課』作文作業

Homework

Throughout history, the people of the United States have gone through many unfortunate and hard times. However, one of the worst instances occurred during the Great Depression. Many authors have written about these troubling eras. Novelists, in this case, have a tendency to evoke a deeper understanding of compassion than authors of short stories. For example, To Kill a Mockingbird, written by Harper Lee, depicts a better idea of empathy than Eugenia Collier’s “Marigolds”.

Since To Kill a Mockingbird is a novel, it allows for a beautifully crafted storyline that flows wonderfully throughout the piece. With smooth transitions, it allows the author to create a memorable ending. After Scout falls asleep and murmurs bits of the bedtime story Atticus was reading to her, the scene wraps up To Kill a Mockingbird seamlessly. Once Scout said how the main character of the tale was not a bad person at all, Atticus connects it to Arthur. He replies, “Most people are, Scout, when you finally see them.” (Lee 281). From Arthur’s humanity, Scout knows he was not an evil person; it was just because of the stories children had made up. She is connecting the bedtime story to what happened to her life which is also what Lee does to create an ending that is both clever and thought-provoking. In short stories, however, the plotline is shorter, thus more difficult to progress from scene to scene and be wrapped up in a way that will be unforgettable by the readers.

With the benefit of more pages, not only does a novel provide deeper personality development, but it provides background knowledge of which often is ignored by short stories. This way, it encourages the readers to connect and comprehend a deeper meaning behind each character’s actions. In the beginning, the reader is notified about the mysterious man living in the eerie house. The narrator comments, “The Radley place was inhabited by an unknown entity.” (Lee 6). Through rumors and myths, the children of Maycomb believe that there is a ghost living there and they do not dare trespass. Despite the frivolous superstitions, Scout learned later on through Arthur’s Radley’s compassion that he was not a monstrous person after all. By saving Atticus’s children, he gains appreciation from Scout. She says, “Boo was our neighbor. He gave us...our lives...we had given him nothing, and it made me sad.” (Lee 278). Scout is able to learn the lesson Atticus taught to not judge someone if she does not understand their story. Once Scout visualizes herself in Arthur’s place, she understands why he was locked up in his house for years and is willing to accept his choices. Knowing the history of the characters, the reader is able to make sense of their emotions and actions from beginning to end--another crucial factor often left out in short stories.

Even though some people may argue that short stories are more straightforward because of the length of the book, it is incorrect. In a brief tale, the characters are more prone to have a harsher transition from thought to thought. In “Marigolds”, Lizabeth suddenly snapped from being an innocent little girl to suddenly a child full of rage towards her elders. She chants, “Old witch, fell in a ditch, picked up a penny and thought she was rich!” (Collier 10). There is not a smooth build-up in character development. In To Kill a Mockingbird, we see Scout develop from a little girl who often fought people to someone who is able to fully understand Arthur Radley’s intentions from staying in his house. She says, “You never really know a man until you stand in his shoes and walk around in them.” (Lee 279). Scout is able to learn the lesson Atticus taught to not judge someone if she does not understand their story. Once Scout visualizes herself in Arthur’s place, she understands why he was locked up in his house for years and is willing to accept his choices. As the story progresses from the beginning until the end, we catch little hints of her becoming more compassionate. Such examples are when she offers Walter dinner, to changing her childish behavior into something more ladylike to please her aunt. In short stories, it is more difficult to have a gradual change in character development.

A writer of a fictional novel allows for a deeper insight into human nature. They are more able to analyze humanity and specific feelings, such as compassion, as it is a more effective source as compared to short stories. Without the development of characters over a long period of time, readers will have a harder time engaging with the short story. Background information and a smooth closure also contribute to the author’s communication through the text to offer a more vivid vision of empathy.

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分享～我Y8女兒花了20分鐘寫的謝師宴講稿！哇咧～20分鐘....

Hello, everyone. I would first like to thank the parents for attending and making this event happen, teachers for putting up with our shenanigans for the past three years, and classmates who make life at Morrison enjoyable.

These past four years have really stood out to me and will really become a memory that’ll stick with me for the rest of my life. Sure, we might have some ups and downs, but that’s completely normal. On the first day of 5th grade, I didn’t really know what was going to be ahead of my life. I didn’t know who I was going to be friends with, how long I would be staying, or even where I was going to sit in the cafeteria that day. I was just the new, shy kid from a public school. After a blur of what seemed like ten seconds, fifth grade was already over, and it was time to say goodbye to my first Morrison teacher, Mrs. Lima, and move on to Middle School.

As 6th grade rolled around, it was an exciting new experience for all of us. Lockers, classes where we could actually change classrooms, and most importantly, a new homeroom teacher that no one else had before. As we found out recently, she thought we were immature little children for the first half of sixth. As the year went on, she grew accustomed to our jokes and sometimes even joined in. She tells us lots of little stories about her life and is just a really chill person to talk to. I’m glad that we got the chance to have her both in sixth and eighth grade.

Speaking of eighth grade, it was the year everyone was waiting for because we had leadership camp. Over the course of the years, my friend group changed quite often. I didn’t really feel like I fit in with anyone until leadership camp. Who knew a retreat with my class could be so life changing? I finally found the people that actually cared and loved me for who I am, and I felt like I can be myself around them.

It’s a shame that I have to leave this fantastic class. You guys were like a genuine family and you all cared for one another whenever a problem arises. Being in a private school is a really good experience that I am glad I could try out since everyone knew each other every year. A public school, on the other hand, was a big mess since there was often four or five classes per grade. Sometimes it may seem like we all hate each other, but that’s not true. It’s called friendly banter. In some sense. Sometimes it can result in crying, but most of the time, it results in a closer relationship bond.

Now it seems to be a repeat of fifth grade, everything happened too fast. I now need to say goodbye to all of the fantastic teachers I had and move on to the next chapter of my life in a different country.

As we head into high school, we need to start going our separate ways, it’s an inevitable part of life. As people leave, more people will join and it’ll create new relationships and influences. While we enjoy this night and slowly savor it, I hope that you’ll all remember that you’re in this together. No one is left behind, for we are all family, no matter where we are in the world. Thank you for listening.

Oh no, I was told that I’d get dragged off the stage if I start crying. Well, gotta make this speech end before they come get me.

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留學，不是一個『單一』的學習經驗，而是一項『伙伴』團隊的合作！

• 哪些人會參與？
• 學生本人
• 家長
• 留學仲介
• 學校
• 第三方：在澳洲的親朋好友、住宿家庭主人、移民局、警察局、社團、當地社區…

對執行留學業務的『學生本人』，最重要的學習結果是『充滿自信』：

• 對『使用』英文有信心！
• 對使用英文『讀書』有信心！
• 對使用英文『跟周邊的人』溝通有信心！
• 對『支持』他完成留學夢的團隊有信心！

而這些『充滿自信』的技巧，跟在台灣讀中學一樣：都是在高中階段養成的！

全球國際視野 Global Perspective

那，現代的高中生，應該要具備怎麼樣的『基本特質』呢？宋百百個人認為『全球國際視野 Global Perspective』，是未來年輕人『能成功』的基本特質！既然年輕的孩子，選擇出國留學，就要『學』到更有自信心、更專注、更獨立、更有國際特質，能隨時且舒適自在的，居住在國際上的任何一個城市！ 

那，該學到哪些特質呢？宋百百個人認為年輕人要在高中階段，培養下列的能力：

• Critical thinking 批判性思考
• Problem solving 問題解決的方法
• Collaboration across networks 跨領域合作
• Leading by influence 領導影響力
• Agility 銳利的敏捷度
• Adaptability快速的適應力
• Initiative 倡議的能力
• Entrepreneurship 創業挑戰的能力
• Effective oral and written communication 有效率的口頭及寫作的溝通能力
• Assessing and analysing information 評估及分析資訊的能力
• Curiosity 好奇心
• Imagination 想像力

Holistic approach 整體教育模式

家長一定會問宋百百：這些能力，該怎樣培養出來呢？在此跟您分享一個 『holistic approach 整體教育』的觀念！ 台灣的教育系統，一直是沿襲日本系統的『菁英』篩選模式，但日本早已跟上國際的腳步，逐漸改變成：

• 注重學生能力的培養
• 注重個性發展，課堂中允許學生自由討論、爭辯，
• 注重師生交往，課堂中教師與學生的交談、溝通十分頻繁。

可惜，台灣堅持本土化的『質變』成『考試導向』式的菁英篩選～～所以『考試成績』最好的前500人去當醫師、次好的500人去讀牙醫….. 

李懷源老師說的很棒：整體教育，其實在1980年代中期，就已經被提起，有一些學者翻譯成『全人教育』：它關注人的生命、尊重人的潛能、促進人的整體發展。培養「完整的人」是整體教育的根本出發點。「完整的人」，是指「軀體、心智、情感、精神、心靈力量融會一體的人。」

整體教育，一般『以生活課程為基礎，以文化和體育課程為兩翼，以藝術課程為最高的追求。』藝術最大的功能是審美，這一課程對於學生的心靈發展非常重要。在西方的基本教育中，音樂、文學都已經成為居民生命的一部份需要，只有溫飽、生命的安全，對他們來說，生命是沒有意義的。 

中國人，也包括我們台灣人，到了外國的景點，不受歡迎，為什麼？一是在公共場合大聲說話，二是在聽高雅的東西時，無法欣賞。人們都說國人素質太差，為什麼差？俄羅斯，在它最貧窮的時候，在經濟危機的時候，很多老年人提著籃子，還是要『排隊』買麵包，為什麼？是因為在他童年裡面，播種著規則意識。 

二戰以前，很多西方國家都很富裕，鋼琴是他們家庭必備的東西，音樂是他生活的需要。不像我們一樣，就知道考試，考到鋼琴檢定第12級，他/她也『不愛好』鋼琴，『不愛好』音樂。學鋼琴，就是為了檢定，也有的是為了爸爸媽媽的優越感，孩子們一輩子恨死『音樂』了，也恨死他的爸爸媽了，因為所有的學習都帶著這種功利的色彩。

李懷源老師點出了一個『致命傷』：藝術，最終決定的是一個人活得好不好的『元素』。 

我們台灣人或是很多華人，一般生活的很可憐，就是因為很多人，無論多有錢，也只是活著，而不是生活。因為，傳統的台灣教育，教會我們『不懂得怎樣去欣賞生活』。我們從生下來、進了『能排名』的圈子：左鄰右舍、幼稚園、中小學…開始就追逐、追逐、追逐….，從來不知道自己想要什麼。 

整體教育最終的追求，就是讓學生具有生活的習慣和技能、強健的身體、文化的知識，最重要的是審美的追求！整體教育學的越好，生命的『質量』就越高！ 

澳洲的 ATAR系統

『人性向上、人心向下』是千古不變的定律。在台灣的高中教育中，你要努力『向上』、爭取到好成績、第一名，你才有機會進入醫學系或牙醫系。所以你的『人心』告訴你：你要蓋步、幹掉一個競爭對手，你才能前進一步！ 

澳洲的高中教育，就不同了：因為ATAR的分數：是你Y11-T12的校內分數佔一半、大考成績佔一半，再來加權。即使你的大考拿到滿分，你的在校成績不好，也會拉低你的分數！ 

這個設計，就徹底扭轉了『人心向下』的缺點：你想要校內成績高，你就必須去幫助成績弱的同學，唯有全校的平均分數高，你個人的成績部分才會高！ 所以，澳洲的高中教育，是鼓勵學生

• ask questions多提問
• problem solve 解決問題
• prepare them for life 為未來的生活做好準備

而不是只為了『進大學』！ 

來澳洲讀中學，就要努力的擁抱新事務、擁抱新文化，讓自己能融入新生活！你的孩子，『英文』跟『心態』準備好了嗎？