DOCSLIB.ORG

A New Wave—Teenage Chinese Studying in the U.S in the 2010S ______

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A New Wave—Teenage Chinese Studying in the U.S in the 2010S ______ A NEW WAVE—TEENAGE CHINESE STUDYING IN THE U.S IN THE 2010S ____________________________________ A Thesis Presented to the Faculty of California State University, Fullerton ____________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ____________________________________ By Angela Sugiyama Thesis Committee Approval: Laichen Sun, Department of History, Chair Kristine Dennehy, Department of History Lisa Tran, Department of History Fall, 2016 ABSTRACT Research of Chinese students in the United States has focused on the adult students who studied in American colleges and universities. Little is known about the younger ones, who are between 13 and 17 and whose stories are equally, if not more, important historically. My research aims to investigate the motivations, the goals, and the life experiences of Chinese teenagers who dare to cross the biggest ocean on Earth—the Pacific. Their physical presence since the 2010s apparently becomes a new wave from the East to the West. Through analysis of students’ surveys that were conducted both in China and in the United States in 2013 and 2014, of interviews with school directors, parents and minors, I seek to understand the push-and-pull factors behind this new wave, the motivations for these teens’ willingly and non-willingly Western cultivation, and their life experiences embedded in the transcontinental sojourn. I also aim to examine the impacts they make in American society, and the effects of the boundary crossing on the host nation. Through my examination of the teenagers’ motivations and the economic and political factors that make them move, I argue that Chinese teens’ sea-crossing voyage continues the one century and a half Chinese western-learning legacy since the late 19th century, and yet, their motivations and goals in the transformation are for self-gain, not for China. ii TABLE OF CONTENTS ABSTRACT ................................................................................................................... ii LIST OF TABLES ......................................................................................................... v LIST OF FIGURES ....................................................................................................... vii ACKNOWLEDGMENTS ............................................................................................. viii Chapter 1. INTRODUCTION ............................................................................................... 1 The Five Stages ..................................................................................................... 3 The Teenage World Travelers .............................................................................. 5 The Chinese Students in Historical Literature and Highlights ............................. 8 Two “Push” Factors: Political and Economic ................................................ 8 Three Issues ................................................................................................... 12 2. CHINESE ACTIONS ........................................................................................... 18 Parents as the Most Important Agencies: The Push ............................................. 19 International Schools as Agencies: The Market ................................................... 25 A Survey in China................................................................................................. 29 The Process of Data Collection ..................................................................... 30 The Survey Results from the Teenagers in China ......................................... 31 Summation of the Survey .............................................................................. 53 The Teenage Chinese Arrived in the United States .............................................. 55 3. AMERICA’S RESPONSES ................................................................................. 56 School Ethnicities ................................................................................................. 58 The School’s Instructional Programs .................................................................... 60 International Curriculum: A Separate-and-Combine Approach ........................... 61 Educational Technique: How the Newly Arrived Chinese Teens Learned .......... 62 Individualized Teaching Approach: How Their Language Program Functioned. 64 How the School’s Other International Programs Work ........................................ 65 The Joint Diploma Program (JDP) ................................................................ 65 The Immersion Program ................................................................................ 66 The Interviews ...................................................................................................... 69 iii 4. THE SURVEY IN THE U.S................................................................................. 75 The Survey Results from the Teenagers in the U.S. ............................................. 76 New Findings from the Survey in the U.S. ........................................................... 116 5. TEENAGE CHINESE EXPERIENCES IN THE U.S.: CASE STUDIES........... 118 One Family: A Mother and a Son ......................................................................... 120 Two Girls: The Degraded vs. the Decent ............................................................. 122 Three Stories: The Good, the Bad, and the Hobbledehoyish ................................ 124 The Story of John ........................................................................................... 124 The Story of Yo Yo ....................................................................................... 127 The Story of Chaw ......................................................................................... 131 6. CONCLUSION ..................................................................................................... 134 Three New Aspects Stand Out from the Surveys ................................................. 135 Parents, Schools, and Teens Work Together ........................................................ 137 The Teenage Actors and Agents ........................................................................... 139 APPENDICES ............................................................................................................... 140 A. THE USE OF HUMAN SUBJECTS APPROVED BY CSUF IRB ............. 140 B. THE SURVEY QUESTIONNAIRES ........................................................... 145 BIBLIOGRAPHY .......................................................................................................... 152 iv LIST OF TABLES Table Page 1-1 In 2015, Approximately 45% of the Chinese Studying Abroad Were High School Students .................................................................................................. 7 2-1 Family Background ............................................................................................ 32 2-2 Family Annual Income ...................................................................................... 33 2-3 Whether or Not Return to China ........................................................................ 34 2-4-1 Family Support................................................................................................... 35 2-4-2 Family Support in Relation to Annual Family Income ...................................... 36 2-5 Family Support for Permanent Stay ................................................................... 37 2-6 Business with China ........................................................................................... 38 2-7 Three Positive Factors about the U.S. ................................................................ 40 2-8A Three Negative Factors about the U.S. (Male) .................................................. 43 2-8B Three Negative Factors about the U.S. (Female) ............................................... 44 2-9A The Reasons for Returning to China (Male) ...................................................... 46 2-9B The Reasons for Returning to China (Female) .................................................. 47 2-10A The Reasons for Not Returning to China (Male)............................................... 49 2-10B The Reasons for Not Returning to China (Female) ........................................... 50 2-11A The Main Reasons for Returning or Not Returning (Male) .............................. 52 2-11B The Main Reasons for Returning or Not Returning (Female) ........................... 53 3-1 International Schools and Students Visited Fairmont Schools 2013-2014 ........ 67 v 4-1 Decisions Made Prior to Leaving China for the U.S. ........................................ 77 4-2 Motivations to Study in the U.S. ........................................................................ 78 4-3 The Purposes in the U.S. .................................................................................... 81 4-4 Visas the Chinese Teens Hold ........................................................................... 83 4-5 Financial Support ............................................................................................... 85 4-6 Family Desire for Staying in the U.S. ................................................................ 87 4-7 Family Support for Studies in the U.S. .............................................................. 88 4-8 Parental
Load more

Recommended publications
  • Fall 12 Web Master.Txt
    Student name Sex City County State Country Level High School Honor Roll Abbott, Logan M Wichita SG KS USA Junior Maize High School School of Pharmacy Abbott, Taylor F Lawrence DG KS USA Junior Lawrence High School College of Liberal Arts & Sciences Abdouch, Macrina F Omaha NE USA Senior Millard North High School School of Architecture, Design and Planning Abel, Hilary F Wakefield CY KS USA Freshman Junction City Senior High Sch College of Liberal Arts & Sciences Abi, Binu F Olathe JO KS USA Prof 1 Olathe South High School School of Pharmacy Ablah, George M Wichita SG KS USA Junior Andover High School College of Liberal Arts & Sciences Ablah, Patricia F Wichita SG KS USA Sophomore Andover High School School of Business Abraham, Christopher M Overland Park JO KS USA Freshman Blue Valley Northwest High Sch College of Liberal Arts & Sciences Abrahams, Brandi F Silver Lake SN KS USA Freshman Silver Lake Jr/Sr High School School of Business Absher, Cassie F Eudora DO KS USA Senior College of Liberal Arts & Sciences Abshire, Christopher M Overland Park JO KS USA Sophomore Blue Valley High School School of Engineering Acharya, Birat M Olathe JO KS USA Junior Olathe East High School College of Liberal Arts & Sciences Acosta Caballero, Andrea F Asuncion PRY Senior College of Liberal Arts & Sciences Adair, Sarah F Olathe JO KS USA Junior Olathe South High School College of Liberal Arts & Sciences Adams, Caitlin F Woodridge IL USA Freshman South HS in Downer's Grove College of Liberal Arts & Sciences Adams, Nancy F Lees Summit MO USA Senior Blue Springs
    [Show full text]
  • Concurrent Session 1 并行会议一 课堂与课程设置中的互惠学习
    Concurrent Session 1 并行会议一 Research on West-East Reciprocal Learning in Classroom & Curriculum 课堂与课程设置中的互惠学习 Concurrent 1A: Students’ Mathematics Learning 分组会议 1A： 数学学习 Juan Yu Hubei University of Education, China A Research on Learning Difficulties and Coping Strategies in Mathematics for Taiwan and Mainland Middle School Students This is a reciprocal learning research from Taiwan to solve Mathematics learning difficulties for mainland students in China. Based on the learning difficulties and the corresponding coping strategies in mathematics for middle-school students in Taiwan and analyzed the variations with different demographic variables. The research was conducted through questionnaire survey totally 1,020 middle school students participated in the survey, and 999 valid questionnaires were collected. The major findings of research are as follows: 1. The level of learning difficulties of mathematics for students of middle schools was close to mediocre level. The students’ scores on “personal factors” respond the highest, but students’ scores on “school factors” respond the lowest. 2. There were significant differences in learning difficulties of mathematics of middle school students with different demographic variables. 3. When students encounter learning difficulties in mathematics, they adopt “active coping” as coping strategy, followed by “seeking supports” and “emotional coping”; however, “avoidance” is adopted less than others. 4. There were significant differences in the coping strategies used by the students who have learning difficulties in math with different demographic variables. 5. Learning difficulties and coping strategies have significant correlation. The research findings show the overall learning difficulties of middle school students is medium (mean= 2.42). Among these factors, the mean score of personal factors shows the highest (mean= 2.67), while the mean score of school factors show the lowest (mean= 2.24).
    [Show full text]
  • 2016 Physicsbowl Results
    2016 PhysicsBowl Results Dear Physics Teachers, Thank you for having your students participate in this year’s AAPT PHYSICSBOWL contest. This year there were more than 6400 students participating from almost 250 schools from the United States, Canada, Kuwait, Mexico, South Africa, the Republic of Korea, and the United Kingdom, as well as almost 300 schools participating from China! With the addition of the large number of Chinese schools, the contest is almost in two parts with Regions 01 – 14 competing for prizes from AAPT while ASDAN China is coordinating the contest in China. As a result, for simplicity of trying to read the long lists, there are three files: the list of winners in Regions 01 – 14, the list of winners in Regions 15 – 19, and a list of the top students/teams from all regions in both divisions! Instructors from regions 01 – 14 can obtain the scores of their students from the AAPT website and that link will be provided to you in an email from the national office. Please realize that we were able to retrieve some scores that were disqualified for improperly recording the required information, but this was done after-the-fact. If the information was not encoded correctly, the student was immediately disqualified from winning prizes even though we may be able to link that student to your code now. Some students provided no codes, the wrong regions, no name, just a last name, etc. There are a lot of records and we cannot go back and fill in missing information. While it is unfortunate to disqualify anyone, these are the rules of the contest.
    [Show full text]
  • A True Educator on the Cover Kemmer Anderson ’63 Works on a Poem Entitled “Haitian Epiphany” During a Visit to Haiti, Which Was Part of a Trip with St
    Summer 2018 and OTHE WARDaLAW+HAk RTRIDGE SCHOOL MIAGAvZINE y A True Educator On the Cover Kemmer Anderson ’63 works on a poem entitled “Haitian Epiphany” during a visit to Haiti, which was part of a trip with St. Timothy's Episcopal Church of Signal Mountain, TN. Martha Cutts ’64 takes great pride in the gymnasium named in her honor at Washington Latin Public Charter School in Washington, D.C., where she served as Head of School from 2008-2016. See story, page 5. Ted Osborne ’71 (left) was joined by many old friends and former colleagues on the Board of Trustees after he was honored for 22 years of service, which included five as the Board Chairman. Pictured with Mr. Osborne, from left: Ed Samek, Cynthia Smyth ’49, Missy VanBuren-Brown ’72, Jean Badalamenti and Tom Brown. Table of Contents 2 A Letter from Andrew Webster, Head of School 3 A Letter from Linda Harrison O’Brien ’81, Alumni Association President 4 Alumni Making a Difference in Education 9 Spanish Exchange Provides Valuable Learning Experiences 10 W+H Hosts INDIE Film Festival in New PAC 11 Poet Laureate Shares Wisdom with W+H Students 12 What’s Happening at Wardlaw+Hartridge 14 Wardlaw+Hartridge Student Achievements 16 Commencement 2018 20 W+H Students Embrace Service Opportunities 22 Community Celebrates Cultures and World Languages 24 News from W+H Athletics 26 Booster Club Hosts Winter Games 27 WHPA Spring Gala – Ignite the Night 28 Young Alumni Share Tips with W+H Students 29 Alumni Events and Class Notes 31 In Memoriam 32 Remembering James O’Halloran 33 Calendar of Special Events A Letter from Andrew Webster, Head of School Dear Wardlaw+Hartridge Community, As I write, we are in the culminating phase of our school year.
    [Show full text]
  • Han Dynasty Classicism and the Making of Early Medieval Literati Culture
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 In Pursuit of the Great Peace: Han Dynasty Classicism and the Making of Early Medieval Literati Culture Lu Zhao University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Ancient History, Greek and Roman through Late Antiquity Commons, and the Asian History Commons Recommended Citation Zhao, Lu, "In Pursuit of the Great Peace: Han Dynasty Classicism and the Making of Early Medieval Literati Culture" (2013). Publicly Accessible Penn Dissertations. 826. https://repository.upenn.edu/edissertations/826 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/826 For more information, please contact [email protected]. In Pursuit of the Great Peace: Han Dynasty Classicism and the Making of Early Medieval Literati Culture Abstract This dissertation is focused on communities of people in the Han dynasty (205 B.C.-A.D. 220) who possessed the knowledge of a corpus of texts: the Five Classics. Previously scholars have understood the popularity of this corpus in the Han society as a result of stiff ideology and imperial propaganda. However, this approach fails to explain why the imperial government considered them effective to convey propaganda in the first place. It does not capture the diverse range of ideas in classicism. This dissertation concentrates on Han classicists and treats them as scholars who constantly competed for attention in intellectual communities and solved problems with innovative solutions that were plausible to their contemporaries. This approach explains the nature of the apocryphal texts, which scholars have previously referred to as shallow and pseudo-scientific.
    [Show full text]
  • Winner Announcement Intel ISEF 2012 Grand Awards Ceremony
    Intel International Science and Engineering Fair Winner Announcement Intel ISEF 2012 Grand Awards Ceremony May 18, 2012, Pittsburgh, Pennsylvania – Society for Science & the Public, in partnership with the Intel Foundation, announced Grand Awards of the Intel ISEF 2012. Student winners are ninth through twelfth graders who earned the right to compete at the Intel ISEF 2012 by winning a top prize at a local, regional, state or national science fair. The Gordon E. Moore Award The Gordon E. Moore Award recognizes the Best of the Best of Category among the outstanding students from around the world who participate in the Intel ISEF. The finalist with the winning project is selected on the basis of outstanding and innovative research, as well as on the potential impact of the work-in the field and on the world at large. Gordon E. Moore Award $75,000 ME028 A Novel Paper Sensor for the Detection of Pancreatic Cancer Jack Thomas Andraka, 15, North County High School, Glen Burnie, Maryland Intel Foundation Young Scientist Award These Finalists were selected for their commitment to innovation in tackling challenging scientific questions, using authentic research practices, and creating solutions to the problems of tomorrow. Young Scientist Award of $50,000 CS049 Apodora: Markov Chain-Inspired Microsearch Nicholas Benjamin Schiefer, 17, Holy Trinity School, Richmond Hill, Ontario, Canada PH033 Analysis of Photon-Mediated Entanglement between Distinguishable Matter Qubits Ari Misha Dyckovsky, 18, Loudoun County Academy of Science, Sterling, Virginia The award is disbursed in four equal installments to students enrolled at any accredited degree-granting institution of higher education, following their successful completion of high school.
    [Show full text]
  • Guomindang Policy on Secondary Education in Wartime China and Postwar Taiwan, 1937-1960
    UNIVERSITY OF CALIFORNIA, IRVINE Indoctrinating the Youth: Guomindang Policy on Secondary Education in Wartime China and Postwar Taiwan, 1937-1960 DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in History by Jennifer Liu Dissertation Committee: Professor Kenneth Pomeranz, Chair Professor Jeffrey Wasserstrom Professor Qitao Guo 2010 UMI Number: 3404306 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3404306 Copyright 2010 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106-1346 © 2010 Jennifer Liu DEDICATION For My parents and Lane ii TABLE OF CONTENTS Page LIST OF TABLES iv NOTE ON ROMANIZATION v ACKNOWLEDGEMENTS vi CURRICULUM VITAE viii ABSTRACT OF THE DISSERTATION xi INTRODUCTION 1 CHAPTER 1: Survival During the War of Resistance, 1937-1945 20 CHAPTER 2: The Three People’s Principle’s Youth Corps on the Mainland, 52 1938-1947 CHAPTER 3: The China Youth Corps in Taiwan, 1952-1960 112 CHAPTER 4: Military Training and Instructors, 1953-1960 169 CONCLUSION 213 BIBLIOGRAPHY 223 iii LIST OF TABLES Page Table 1 Occupational Composition (%) of Three People’s Principles Youth Corps Members 74 Table 2 Number of GMD Party Members and SQT Members and Their Ratio 79 iv NOTE ON ROMANIZATION The two common ways to Romanize Chinese names into English are the pinyin system used on the mainland and the Wade-Giles system utilized on Taiwan.
    [Show full text]
  • “Chineseness” in Malaysian Chinese Education Discourse
    “CHINESENESS” IN MALAYSIAN CHINESE EDUCATION DISCOURSE: THE CASE OF CHUNG LING HIGH SCHOOL by JING PEI GOH A THESIS Presented to the Interdisciplinary Studies Program: Asian Studies and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Arts June 2012 THESIS APPROVAL PAGE Student: Jing Pei Goh Title: “Chineseness” in Malaysian Chinese Education Discourse: The Case of Chung Ling High School This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Arts degree in the Interdisciplinary Studies Program: Asian Studies by: Daniel Buck Chairperson Bryna Goodman Member Alison Groppe Member and Kimberly Andrews Espy Vice President for Research & Innovation/Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2012 ii © 2012 Jing Pei Goh iii THESIS ABSTRACT Jing Pei Goh Master of Arts Interdisciplinary Studies Program: Asian Studies June 2012 Title: “Chineseness” in Malaysian Chinese Education Discourse: The Case of Chung Ling High School The Chinese education issues in Malaysia appear frequently in political discourse, often featuring contentious discussions of language learning and national education policies. Applying an historical approach to contextualize a political discourse, this thesis examines the politics and transformation of Malaysian Chinese education, in microcosm, at the level of a renowned Chinese school, Chung Ling High School in Penang. It explores and maps the question of “Chineseness” through the examination of the history and development of Chung Ling since its establishment in 1917. This thesis also aims to elucidate the complex negotiation between multiple stakeholders of the Chinese community which took place at different historical junctures in a postcolonial and multi- ethnic nation.
    [Show full text]
  • Lu Thesis Fixed Version June13th
    Lu Kong Principal’s Role in Building Trust with Teachers for a Better School Climate in Chinese Schools A case study of a high school in Sichuan, China Master’s Thesis June 2010 Department of Education Institute of Educational Leadership University of Jyväskylä JYVÄSKYLÄN YLIOPISTO Tiedekunta – Faculty Laitos – Department Faculty of Education Department of Educational Sciences/ Institute of Educational Leadership Tekijä – Author Lu Kong Työn nimi – Title Principal’s Role in Building Trust with Teachers for a Better School Climate in Chinese Schools : A case study of a high school in Sichuan, China Oppiaine – Subject Työn Laji – Level Education, with a Specialization in Educational Master’s Thesis Leadership Aika – Month and Year Sivumäärä – Number of pages June, 2010 97, 3 appendices Tiivistelmä – Abstract School climate refers to the quality and character of school life as it relates to norms and values, interpersonal relations and social interactions, and organizational processes and structures. Trust is the essential element to bring harmonious human relationships. The thesis highlights the importance of trust between the principal and the teachers and aims to show that trust can be enhanced by the principal when choosing the right role in the building up of the school climate. Based on the Chinese context, one famous high school is chosen as the case study in this thesis. Both quantitative and qualitative methodologies are selected to get data for the study. The OCDQ-RS of Hoy (1987) is used as the research instrument of the survey while the ethnographic method is used to give qualitative data of the case school. The result shows that the school climate is open but the trust between the principal and the teachers is low.
    [Show full text]
  • LI-MASTERSREPORT-2013.Pdf (247.2Kb)
    Copyright by Jiyue Li 2013 The Report committee for Jiyue Li Certifies that this is the approved version of the following report: Chinese Students' Conundrum of Cheating APPROVED BY SUPERVISING COMMITTEE: Supervisor: Russell G. Todd Supervisor: Iris Chyi Chinese Students' Conundrum of Cheating by Jiyue Li , B.S.; B.A. Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2013 Chinese Students' Conundrum of Cheating by Jiyue Li, M.A. The University of Texas at Austin, 2013 SUUPERVISOR: Russell G. Todd, Iris Chyi Abstract: This article mainly talks about how Chinese students are seeking different ways to get into American universities. Because of the large number of applicants, the competition is intense. Some students are trying something different to get their documents look great, such as changing transcripts, fake recommendation letters and non-existing experiences in the resumes. In addition, there are actual consulting and servicing agencies in China helping students apply to American colleges with partially fake material. In the U.S., these type of modifications are called cheating, but with a bigger picture that considering the cultural and societal differences between China and the U.S., we are able to find several reasons that why this phenomenon is happening and expanding; meanwhile, what possible steps can the American colleges do to solve or reduce the cheating trend in China. iv Table of Contents Text····························································· 1-21 Reference···························································22 v During a five-minute break between GRE classes at the Chengdu New Oriental School in Chengdu, China, study abroad hopeful Wenrui Shuai glanced at an appealing advertisement.
    [Show full text]
  • POSTER LISTINGS June 17–21, 2018 SUNTEC CONVENTION and EXHIBITION CENTRE | SINGAPORE TABLE of CONTENTS
    24TH ANNUAL MEETING OF THE ORGANIZATION FOR HUMAN BRAIN MAPPING POSTER LISTINGS June 17–21, 2018 SUNTEC CONVENTION AND EXHIBITION CENTRE | SINGAPORE TABLE OF CONTENTS Poster Listings Poster Category Key Poster Numbers by Category/Sub-category ...........................................3 Posters Brain Stimulation Methods ..........................................................5 Disorders of the Nervous System ....................................................8 Emotion and Motivation ...........................................................40 Genetics ........................................................................42 Higher Cognitive Function .........................................................45 Imaging Methods .................................................................51 Informatics...................................................................... 68 Language........................................................................73 Learning and Memory .............................................................77 Lifespan Development ............................................................79 Modeling and Analysis Methods ....................................................84 Motor Behavior..................................................................108 Neuroanatomy ..................................................................110 Perception and Attention .........................................................115 Physiology, Metabolism and Neurotransmission .....................................122
    [Show full text]
  • 2020 年英国物理挑战赛（Intermediate & Senior）成绩报告
    2020 年英国物理挑战赛（Intermediate & Senior）成绩报告 各位参赛同学： 感谢大家参与 2020 年英国物理挑战赛。此次竞赛中国赛区共有来自全国 270 多所国 际学校和重点中学的近 2000 名同学参赛，并取得了十分优异的成绩。 英国物理奥赛组委会主要由牛津大学、英国物理学会和 Odgen 基金会组成，办公室 设在牛津大学物理系。从 2016 年起，ASDAN 中国（阿思丹学院）与英国物理奥赛组委 会正式合作，成为英国物理奥赛 BPhO、英国物理奥赛集训营（中国赛区）以及英国物理 挑战赛中国承办单位。 比赛题型新颖，在试题中将基本的物理原理与生活联系在一起，旨在拓展学生的横向思 维能力，激发学生的物理潜能，是一项极具挑战性的赛事。 根据评奖规则，奖项设置如下： 奖项 Intermediate 分数线 Senior 分数线 金牌/Gold 32 – 50 26 – 50 银牌 Silver 24 – 31 21 – 25 铜牌Ⅰ/Bronze Ⅰ 19 – 23 17 – 20 铜牌Ⅱ/Honorable Ⅱ 15 – 18 12 – 16 ASDAN 中国（阿思丹学院） 2020 年 5 月 附件：2020 年英国物理挑战赛（Intermediate & Senior）获奖名单 Intermediate Name School Award YANWEN GU Nanjing Foreign Language School Gold YUZHOU YANG Nanjing Foreign Language School Gold LOK YAT Shanghai High School International Division Gold HARRISON CHAN XUERUI HE No.2 High School of East China Normal University Gold ZIHAN WANG Shenzhen College of International Education Gold ZHAOCHENG LU Shanghai High School International Division Gold CHENXU LYU YK PAO SCHOOL Gold JIARUI CAI United World College Of Changshu China Gold CHENGYUN ZHU Hefei No.6 High School Gold NANJING NORMAL UNIVERSITY SUZHOU SICHENG MA Gold EXPERIMENTAL SCHOOL RONG GUAN Guanghua Cambridge International School Gold ZIYANG WANG Shenzhen College of International Education Gold QINGCHUAN CHEN Shenzhen College of International Education Gold ZHAOCONG YUAN Shenzhen College of International Education Gold QIANSHUO YE Shenzhen College of International Education Gold The Experimental High School Attached to Beijing Normal XIANGYAN JIN Gold University ANQI YUAN Beijing National Day
    [Show full text]