kemingqian

我对4大名校，建平中学的一无所知，试着回答一下。

没听说过EPGY，网上查了一下，介绍如下。


The Education Program for Gifted Youth (EPGY) at Stanford University is a continuing project dedicated to developing and offering multimedia computer-based distance-learning courses. Combining technical and instructional expertise, EPGY provides high-ability students of all ages with an individualized educational experience, optimized in both pace and content. Through EPGY, students have access to courses in a variety of subjects at levels ranging from kindergarten through advanced-undergraduate. Since its inception over 50,000 students from 35 countries have taken courses from EPGY.

What are the objectives of EPGY?
EPGY's goal is to present gifted students with the opportunity to take courses suitable to their ability. Because the EPGY courses are computer-based, students can take advanced courses regardless of where they live, and without leaving their normal school environment. Within the context of this goal, EPGY strives to deepen and improve the nature of computer-based distance learning instruction. We revise our courses regularly based on the data we collect on student performance. We also evaluate new technologies as they become available and incorporate them into our courses when we feel it is appropriate to do so. In this way we continue to improve upon the quality of the educational experience we provide. Top
How do the courses work?
Because there is some variation in the instructional models used in the K-7, Secondary and University-Level Mathematics, Writing, and Physics courses, we devote separate sections to each:
•        The K-7 Accelerated Mathematics Courses
The K-7 course software, Arithmetic and Geometry, is based on a series of textbooks written by Patrick Suppes. The Arithmetic and Geometry program has been designed to be very sensitive to differences among students and to tailor the exercises to focus on each student's weak points. The program divides mathematics into different strands, or topic areas, and monitors each student's progression in each of these areas separately. As students work problems online, the computer keeps track of the student's strengths and weaknesses in each of the strands, and requires students to do more work in their weakest areas.
Each time a new concept is presented to a student, a brief lecture using sound and graphics is presented which explains the concept. The lectures are often followed by example problems that show the student how to approach a particular question. In addition to the required exercises on the computer, students may be assigned review exercises.
Homework - In grades 3 - 7, students are often given the opportunity to request supplemental worksheets or homework. This homework consists of exercises from the different strands/concept areas that they covered in the last sessions of work. Homework is not a requirement for the EPGY K-7 course, but rather an option. While EPGY instructors will answer questions from students about their homework, they do not grade the homework nor do they expect it to be mailed in.
Working through the Course Sequence - After a student completes each EPGY K-7 course, i.e., K-2, 3-4, 5-6, or 7, he or she may register for the next course in the sequence by contacting the course administrator. The M00D course is equivalent to Honors Pre-Algebra. Generally, students will need to return their course CDs, complete a new registration form, and pay a registration fee for each subsequent course. Top
•        The Secondary & Advanced Mathematics Courses
As with the primary school courses, these courses have both on-line and off-line components. The on-line component consists of three main parts, the most fundamental of which is the lecture. Lectures are presented using digitized sound and graphics, which resemble what a teacher would write on a chalkboard while lecturing. This lecture environment gives the students a feeling similar to that of a real classroom, and emphasizes the informal nature of spoken mathematics. The lectures are followed by on-line exercises which vary according to the course. These may be quizzes in which the student answers questions about the lecture or interactive expositions in which a student is led through detailed arguments step by step. The third component is derivations, in which the student is asked to prove mathematical facts using a symbolic computation environment.
Homework - In addition to the lessons on the computer, each secondary and advanced course has regular offline homework from a textbook and off-line chapter tests. This offline work is an important part of the course and should be taken seriously. Students should expect to spend as much as 45 minutes on homework for each lesson completed on-line. Homework consists of reading the appropriate section in the textbook and doing the assigned problems.
Students may read the textbook sections before or after listening to the lectures on the computer. All the homework problems should be written up on paper just like one would write up homework for any other class.
Most of the courses have homework-checking lessons in addition to the normal lessons. A homework checking lesson is a lesson that consists of a series of questions about a particular homework. These lessons ask students to type in their answers to a particular question and then report whether or not the answer is correct.
Tests - Along with the homework assignment sheet and schedule, students will also receive a complete packet of chapter tests, which should be taken after completing all the work from the corresponding chapter in the textbook. Tests are important as they are the main way for instructors to evaluate student progress. We require students to be prompt in taking tests and submitting them, and we request full assistance from parents in seeing that this is done. Top
•        University-Level Math and Physics
University-level courses consist of four parts, the most fundamental of which is the lectures. Lectures are presented using digitized sound and graphics, which appear on the screen and resemble a multimedia-enhanced version of what a teacher might write on a chalkboard. The lectures capture the informal nature of classroom instruction, while preserving a level of rigor appropriate to the subject matter. The lectures are followed by on-line exercises which vary according to the course. The third component, in some but not all of the courses, is exercises using the Maple symbolic computation program. Maple provides students with a powerful environment in which they can explore the properties of mathematical objects. It also allows students to solve problems that would be impossible to do using paper and pencil. The final component is off-line problem sets. These problem sets are designed to be comparable in difficulty to the problem sets given in traditional courses at Stanford. Students should expect to spend up to 5-10 hours a week working on the problems in the problem sets.
Problem sets play a more important role in the university-level courses than they do at the secondary or AP-level. As the subject matter becomes more abstract, computerized assessment of a student's understanding becomes more difficult. At the same time, the types of problems given in a course become more complicated. Some courses require students to submit their problem sets so that instructors can more closely evaluate students' work and monitor their progress.
Many of the courses have homework-checking lessons in addition to the normal lessons. A homework-checking lesson is a lesson that consists of a series of questions about a particular homework. These lessons ask students to type in their answers to a particular question and then report whether or not the answer is correct. Top
•        Writing Courses
The 4-6 grade writing courses (W09ABC) include weekly interaction via computer among students and instructor using the EPGY virtual classroom. In small groups, students log on to a world-wide-web site where each participant can see and interact with the same screen display and hear and speak with the other participants. Many of these courses also include CD-ROM lessons on topics such as essay coherence, paragraph development, and grammar. (For courses that do not yet include a CD-ROM component, such topics are handled exclusively in the virtual classroom.) Students complete reading assignments and weekly writing assignments, concentrating on developing ideas for essays, implementing those ideas as drafts, and revising drafts according to comments they receive from their teachers in conferences or via email.
The secondary-level writing courses (W10ABC, W11ABC) are also conducted in the EPGY interactive virtual classroom, where students and teachers meet weekly in small groups, speaking and listening to each other, and working interactively with the same screen display. The syllabi are organized around weekly writing assignments that students submit to teachers via email, and which they receive back with comments in the same way. Weekly CD-Rom lessons cover standard topics in expository writing: for example, prewriting activities, thesis development, essay coherence, paragraph organization and development, revision strategies, and sentence style. The courses also include weekly readings from course readers put together by EPGY and from standard published textbooks and weekly writing assignments. We encourage students to make full use of the tutorial resources available to them, and to ask questions both by email and by phone between live tutorial sessions.Top
When do the courses begin?
Please see the registration deadline page in the 'Apply and Register' section of the website. It lists start date information and registration deadlines.
How do I decide what course to begin with?
Usually, EPGY leaves the question of initial placement in most courses up to the students and parents. However, we have produced some placement tests and charts to aid students and parents in making an initial placement decision. Placement in most writing courses are determined by EPGY, based on age. If you need assistance in choosing a course, please contact EPGY; we also have a complete listing of course prerequisites. Top
•        K-7 Accelerated Mathematics Courses
Generally, we recommend that students begin at their current grade level, unless they have demonstrated that their mathematical knowledge is well advanced. We do not yet have a placement exam for these courses; students should consult the Elementary-level Mathematics pages to find a detailed list of topics covered in each grade level in the K-7 series. Although the courses begin at the start of every odd-numbered grade level (1, 3, 5, and 7), it is not necessary that a student begin at that level when starting the program. For example, a fourth grader may begin the 3-4 mathematics course at grade level 4.0 in all strands. Once the student begins the course, consult with the tutor to make a more fine-grained placement decision if the material turns out to be either too easy or too hard. The grade 7 course is an Honors Pre-Algebra level course. Top
•        Secondary Mathematics Courses
Students who are currently in a first-year algebra course or equivalent should take M011, Honors Beginning Algebra. Students who have had a year of algebra should take M012, Honors Intermediate Algebra. Students who have completed intermediate algebra can then take M015, Honors Geometry. Students who are ready for trigonometry and precalculus should take M013, Honors Precalculus. If it is still unclear which course in this sequence a student should start with, we do offer a placement exam for these courses. Top
•        Calculus Courses
Students who are prepared to take a first-year calculus course should take Calculus A. Students who have had a semester-long course in calculus in which they have covered the basic concepts of limits and derivatives may begin with Calculus B. Students who have been prepared for the AB Calculus AP exam or equivalent should begin with Calculus C. Contact EPGY if you have any questions regarding placement into these courses. Top
•        University-Level Mathematics Courses
Students who have completed Calculus C or the equivalent should enroll in Multivariable Differential Calculus (M52A), followed by Multivariable Integral Calculus (M52B). Linear Algebra (M51A) should be taken after, or concurrently with, M52B. (Note: M52A, or an equivalent course in Multivariable Calculus course, is a prerequisite for M51A.)

Following multivariable calculus and linear algebra, there are several choices: if a student is interested in subject matter having broad applications and extending what's learned in calculus, then the student should consider Differential Equations (M53A); for those who enjoy the algebraic aspect of Linear Algebra and want to study mathematics of a similar but more general flavor, also with many applications, Modern Algebra (M109) may be most appropriate; if a student wants to continue the study of calculus but from a more sophisticated, formal, and rigorous perspective, then we recommend Real Analysis (M115); finally, if one is interested in complex or imaginary numbers and how to do calculus for complex-valued functions, then Complex Analysis (M106) is the natural choice -- although Real Analysis should be taken before Complex Analysis.
M52A, M52B, M51A, M53A, M115, M106, and M109 should be considered "core" courses fundamental to the undergraduate mathematics major, and many are required for majors in physics, engineering, economics, chemistry, and other "hard" sciences.
EPGY also offers mathematics courses in Partial Differential Equations (M131), to be taken anytime after Differential Equations and Complex Analysis; Elementary Theory of Numbers (M152), requiring only precalculus and a familiarity with constructing mathematical proofs; and Introduction to Logic (M157), which requires only a background in algebra.
The Course Catalog gives more detailed information about course content and prerequisites. You should contact EPGY if you have any questions regarding placement into these courses.Top
•        Physics Courses
Mechanics has prior or concurrent enrollment in Calculus A or equivalent as a prerequisite. Electricity and Magnetism has prior enrollment in Mechanics or equivalent as well as prior or concurrent enrollment in Calculus B or equivalent as a prerequisite. Light and Heat has Electricity and Magnetism as a prerequisite, and Modern Physics has Light and Heat as a prerequisite. Top
•        Expository Writing Courses
All students requesting admission into the writing courses are required to place in the top 15% of a standardized test. Top
Are there instructors?
In addition to the instruction they receive on-line from the computer, students can ask questions of instructors at Stanford by electronic mail, phone, or in "virtual classroom" sessions. This contact between students and instructors is an important part of the EPGY experience. To facilitate this type of interaction, the instructors keep detailed records on each student. Towards this end students are required in most courses to file weekly electronic reports in which they transfer a complete record of their recent work to computers at Stanford. In this way students get rapid feedback on their work, while the instructors are able to maintain detailed records on the work of each student. These records enable the instructors to closely monitor student progress and help to isolate particular student difficulties which can be addressed in a later tutorial session. Top
  
How do EPGY courses relate to other courses?
A frequently asked question is whether students should remain in their math classes at school while participating in our program. Generally, the assumption underlying participation in EPGY is that school courses are not sufficiently challenging and that the student would prefer to move at a faster rate. However, the answer to this question depends on the student, the school, and whether he or she is receiving proper instruction from the math class at school.
In order to first ensure that the content and presentation of the EPGY courses is suitable for a particular student, EPGY recommends that the student remain in his or her school math class for the first quarter of their participation. Furthermore, students should pull out of their normal mathematics courses only for those parts of those courses which are truly redundant, if possible.
After they have completed several courses with EPGY, students will probably gain very little from the standard mathematics classes at their grade level in school. The EPGY courses are designed to be complete courses, covering all the material presented in standard high school and college courses, so once a student has successfully completed a given EPGY course, they do not need to repeat this course at school. EPGY is happy to explain and discuss this with school officials should the need arise.
Once a student no longer takes math classes at school, we request that arrangements be made with the school to have a daily study period that can be used for doing homework associated with our courses. This sort of arrangement has proved useful in two ways. First, it gives students extra time to work on the course and helps to spread the work out during the day. Second, it shows the school that the student is working hard on serious material. While students are not required to make this arrangement, we do strongly recommend it. Top
How much time does it require?
Students should expect to spend 5 to 10 hours per week working on the course material, depending on their grade level. The 5 to 10 hours corresponds to the amount of work expected in a standard class that meets 5 days a week for an hour with 45 minutes of homework per night. (Of course this will be less for younger students.) Students are expected to move rapidly through the primary and secondary school curriculum.
Students in EPGY are required to complete a certain minimum amount of work each week. If they need to take time off for vacation, illness, or other extenuating circumstance, this can be arranged with the student's instructor or the EPGY administrator. Top
What is the role of the parent?
For students' participation in EPGY to be successful, parents need to take on several responsibilities. The most important is to make sure that the students are in constant contact with us electronically. The programs have been designed to let us keep an eye on each student's progress. In order for this to work, the students need to be comfortable using these facilities. It is up to parents to make sure that they are. If they are not, please contact EPGY for help.
In addition to making sure that the students are in regular electronic communication with us, parents also need to be sure that the students keep up with their schedules and, for students in the secondary courses, that they take their exams when they are supposed to. Each student is given an exam packet which contains tests for each of the chapters in the book, a schedule telling them the minimum acceptable rate of progress, and an assignment sheet telling them which problems to do out of the book after they finish a given lesson on the computer. Students should expect to spend approximately one hour per day running lessons on the computer and another 30-45 minutes per night doing homework. Parents should make sure that the students are doing their work at regular intervals and not working sporadically. Parents should also administer the tests at the appropriate times.
It is up to the parents to make sure their students are doing this work and staying in touch with us. If after repeated attempts to contact a student, we feel that a student has lost touch with us, we will drop him or her from the course.
Parental Involvement in the K-7 Courses
In addition to the above duties, parents of K-7 students are encouraged to participate in the K-7 course as much as they like. It is important that students thoroughly understand the concepts that they learn from the Arithmetic and Geometry course. Student questions may be answered by parents whenever they arise and/or parents should encourage students to call their EPGY tutor or to write questions and comments to be read and answered through the electronic mail as often as necessary. Top
What sorts of credits can I get for EPGY courses?
All students successfully completing courses with EPGY are eligible to receive transcripts from the Stanford University Continuing Studies Program. These transcripts, which bear the seal of the Stanford University Registrar, show the courses that a student has completed from EPGY, together with the grades obtained.
Students who wish to transfer this credit to their school may do so. Decisions concerning whether or not the credit is accepted by the institution to which it is transferred are up to the receiving institution.
Students who complete courses at the Advanced Placement level are encouraged to take the corresponding Advanced Placement Examinations.
The Stanford University Committee on Academic Achievement and Accreditation has decided that students who complete courses at the University level who subsequently matriculate at Stanford University will be allowed to apply those courses to their undergraduate degree.
What are the tuition fees for courses?
Tuition costs vary by course and if a course has a one-time fee or is billed quarterly. For more information on tuition, please visit our Admission - tuition section.
Top
What is the history of EPGY?
EPGY began in 1985 at the Institute for Mathematical Studies in the Social Sciences, under the direction of Professor Patrick Suppes and funded by a grant from the National Science Foundation, as a project to develop a complete first year calculus course that would be entirely machine-based. This project grew out of 15 years of teaching university level courses in logic and set theory at Stanford. The motivation for doing a calculus course was the fact that fewer than 25% of the high schools in the country currently offer calculus. Computers were seen as a way to make calculus available at schools that had no other way to offer it.
In 1990-91, we decided to turn our attention to middle schools because they provided situations where there might be a few students capable of taking the course, but no one available to teach it. We selected a group of 30 interested students in the area, in grades 7-10 to attend a special summer course at Foothill Community College to prepare them to take the calculus. Out of these 30 students we selected 13 from seven schools to participate in the first test. All of these students took the AB Calculus Advanced Placement exam in May of 1991.
Following this success we extended the calculus course to cover the entire BC curriculum, the equivalent of a full year of college calculus. We also developed courses designed to take students from Beginning Algebra through Pre-calculus.
During the summer of 1992 we moved the program from expensive workstations to personal computers, making it possible for students to have machines at home on which to run the course. It also meant that the number of students who could participate in the project was no longer limited by our computing resources. Top
You can view more information on the history of EPGY.
How do I go about purchasing textbooks?
There are no textbooks for the K-7 courses.
In most other courses, textbooks are required and must be purchased separately.

kemingqian

EPGY本身为斯坦福大学办的distance learning课。也就是过去的函授或电视课程。现在，当然以计算机网络为主。我想，建平斯坦福英才教学中心的EPGY，性质应该和复旦大学英才函授班---如果有的话---差不多。

kemingqian

泛泛的谈一下美国大学录取时的要求吧。

据我所知，美国大学招生主要看三方面：1）高中成绩；2）统考成绩（SAT）；3）课外活动、推荐以及个人论文。对英语非母语者，加考英文（TOFEL）。

1）高中成绩和AP课程的作用
高中成绩有两部分，成绩和排名。成绩以最高A为4分计算。A，B，C，D，F各为4，3，2，1，0分。当然，也有A-，B+等。AP课程，以及一些其它的高难课程，它的A可能是5分（各学区计算方法不同）。这样，当一位学生如果有几门AP成绩为A，他的平均成绩就有可能高于4分。平均成绩，也决定学生在校内的排名。AP成绩的另一个作用，是如果它被录取大学承认，学生可以少选几门课。
大学报名时，平均成绩越高越好。不过，各个学校条件不一样，大城市的师资肯定比边远地区的要好。这样，同样素质的学生，城市里的成绩就会高于边远的。为了纠正这个偏差，有时大学要看学生的在校排名。城市高中的前5%，和农村的前5%，可能被视为具有同样的学习能力。

2）统考成绩（SAT）
SAT的分数和排名也都很重要。主贴广告中提到的“针对国外大学的录取要求及中国学生的优势，开设中文---等课”云云，其中的中文对被美国大学录取可能性的影响几乎等于零。中国人的孩子，考中文SAT完全没有问题的。朋友的孩子在哈佛读医，中文SAT离满分就差六分，但排名只有前60%。（考满分的人太多了）。他的建议是若真想在SAT外语上领先，建议考其它语言。他入学申请交的成绩是法语。

3）课外活动、推荐以及个人论文
高中学生的课外文体活动等对大学录取也有很重要的影响，具体就不多说了。多让孩子参加公益活动，扶贫救穷，这些对个人成长以及将来理解为什么要上大学读书都有好处。朋友的儿子在读高中，刚才墨西哥回来，这个暑假他在那里当义工给穷人盖房子。

4）英文（TOFEL）
这就不说了。

kemingqian

以上4项对大学录取都同样重要。回到是否要上建平斯坦福英才国际课程班的问题上，我的建议是：不要。找个好的家教，让孩子在英语上过关就可以了。读国内的重点高中，再把外语学好，路会宽得多。什么基础课程、高级课程、大学课程等等，说穿了因为是函授课，才有这么多的名堂。“这个学校的学生以后不参加国内高考，而直接瞄准国外学校。”瞄准而已，也没说一定会打中。打偏了，什么都没有。