Mastery learning was developed with a simple belief: all students can achieve, and there are ways of teaching to make that happen. We don't expect that only some of the students will learn. We teach so that all the students can learn. We do this by using time as a resource for learning and by employing excellent instruction.
When QSI was being created in 1970 by Jim Gilson, he chose mastery learning as the approach that would best lead students to success in a non-coercive learning environment. "Students" didn't mean the best, brightest, richest, etc. It meant ALLSTUDENTS that could join a QSI school.
精准教学法的发展源于一个简单的信念：所有学生都能学有所成，并且有办法实现这一目标。我们并不期望只有部分学生会学习。我们的教学是为了让所有学生都能学会。为此，我们将时间作为学习资源，并采用优秀的教学方法。
当Jim Gilson于 1970 年创建 QSI 时，他选择了 “精准教学法”作为在非强迫性学习环境中引导学生取得成功的最佳方法。“学生"并不是指最优秀、最聪明、最富有的学生等等，它指的是所有可以加入QSI 学校的学生。
Mastery Learning
In this research-validated model each Essential Unit is taught with a view to excellence. When students demonstrate mastery of the essential unit, they move on to the next essential unit. If the student does not achieve mastery, the teacher re-teaches, and the student revises as necessary. Additional conferencing and extended practice may be given for the student to demonstrate proficiency at the appropriate level before testing again. When the students demonstrate mastery, they are rewarded with an “A” or “B”. Thus, a student never “fails” in the traditional sense. Instead, he/she proceeds logically through the curriculum at a pace determined by his/her mastery of the material.
在这一经过研究验证的模式中，每个基本单元的教学都力求精益求精。当学生表现出对基本单元的掌握时，他们就会进入下一个基本单元。如果学生没有掌握，教师会重新教学，学生也会根据需要进行修改。在再次测试之前，教师可能会为学生提供额外的扩展练习，使其达到相应的熟练程度。当学生展示出掌握程度时，他们会得到 “A”或 “B”。因此，学生绝不会出现传统意义上的 “不及格”。相反，学生会根据自己对教材的掌握程度，按部就班地完成课程。
The mastery learning cycle
1. Whole class instruction: Teacher elicits prior knowledge about the learning objectives to inform whole group instruction; Direct instruction is developmentally appropriate.
2.Formative assessment and re-teaching: Throughout the lesson, the teacher determines what individual students are mastering; Instructor differentiates and individualizes the lesson as needed
3.Time as a resource: Using time as a resource, teachers continue to reteach and assess students until they achieve mastery of the learning objectives
4. Enrichment: All students have the chance to achieve above mastery by demonstrating higher order skills such as: Analyze. Evaluate. Synthesize. Create.
精准教学法的教育周期
1. 全班教学：教师激发有关学习目标的已有知识，为全班教学提供信息；直接教学适合学生的发展。
2. 形成性评价和再教学：在整节课中，教师确定每个学生掌握了哪些知识；教师根据需要对课程进行区分和个性化处理
3. 时间是一种资源：将时间作为一种资源，教师继续对学生进行再教学和评估，直到他们掌握学习目标为止。
4. 丰富学习内容：所有学生都有机会通过展示高阶技能，如分析，评价，综合，创造。
At QSI Shenzhen, we’re committed to ensuring each student thrives by mastering key concepts, setting them up for long-term success! Ready to explore a learning approach tailored to every student?
在 QSI深圳，我们致力于确保每个学生都能掌握关键概念，为长期成功奠定基础！准备好探索适合每个学生的学习方法了吗？
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