婷婷港硕面试题库全攻略
郑婷婷专属版 | EdUHK 2026

I took core courses like Calculus /ˈkælkjələs/, Linear Algebra /ˈlɪniər ˈældʒɪbrə/, and Probability /ˌprɒbəˈbɪləti/.

I also took Mathematical Modeling and Teaching Methods.

These courses trained my logical thinking /ˈlɒdʒɪkl/ and problem-solving abilities.

Yes, I have rich experience.

First, at my internship /ˈɪntɜːrnʃɪp/, I taught Grade 7 and designed group activities.

Second, at New Oriental, I was a one-on-one tutor. I helped a student improve from 62 to 94 points.

Third, at Fuyuan School, I managed a whole class and used differentiated instruction.

I have a comprehensive understanding /ˌkɒfprɪˈhensɪv/ of teaching.

A good teacher needs three things:

1. Solid Knowledge: To explain clearly.

2. Patience and Empathy: To support students emotionally (like my shy student).

3. Innovation: Using games and technology to make math fun, not boring.

I strive to be such a teacher.

It is like teaching:

Supervised Learning: Data has labels (answers). It's like teaching a child with flashcards (Image + Name).

Unsupervised Learning: Data has no labels. The computer finds patterns itself. It's like grouping students based on their behavior without knowing their names.

If there is missing data in my dataset, I have two main strategies:

1. Delete: If the missing part is very small, I can remove those rows.

2. Imputation /ˌɪmpjuˈteɪʃn/ (填充): I can fill the missing values with the average (mean) or median of the column.

In education data, I usually check if the student was absent and try to find the real reason first.

Strength: Resilience /rɪˈzɪliəns/ (韧性). Even when I failed my first entrance exam, I didn't give up. I went to Shenzhen and worked hard.

Weakness: My English speaking/Programming is not perfect yet. But I am improving every day through practice and self-study.

1. Quality: EdUHK is a top university in Asia for education.

2. Location: It is close to Shenzhen, where I plan to work. It connects China and the world.

3. Vision: I want to gain an international perspective /ˌɪntəˈnæʃnəl/ on education.

My most memorable moment was at New Oriental.

I had a student who scored 62 on his first exam. He felt frustrated /frʌˈstreɪtɪd/.

I worked with him for 3 months, focusing on his weaknesses and building his confidence.

When he scored 94 and ranked second in his class, his mother called me in tears, saying: "Thank you for giving my son his smile back."

This moment confirmed my passion /ˈpæʃn/ for teaching.

I believe math anxiety comes from fear of failure.

Step 1: Set achievable goals. For a student scoring 50, I don't expect 80. I aim for 60 first.

Step 2: Celebrate small wins. Every 5-point improvement is progress.

Step 3: Use games to reduce pressure. My "math task card" makes learning fun, not scary.

When students taste success, anxiety becomes confidence.

My biggest setback was missing Beijing Normal University by just 10 points.

I felt disappointed /ˌdɪsəˈpɔɪntɪd/ and lost confidence. I almost gave up on education.

But I decided to come to Shenzhen. This city gave me new opportunities and perspectives.

Looking back, this "failure" was actually a blessing /ˈblesɪŋ/. It made me stronger and more determined.

I learned that setbacks are not the end, but a new beginning.

Confidence comes from success, not empty praise.

First, I use differentiated tasks. Every student gets problems they CAN solve.

Second, I provide specific feedback. Instead of "good job", I say: "Your approach to this problem was very creative."

Third, I use peer tutoring. Struggling students become tutors in easier topics. This boosts their self-esteem.

My "secret mailbox" also helps shy students share their struggles privately.

Shenzhen is a city of innovation /ˌɪnəˈveɪʃn/ and opportunity.

1. Educational Investment: Shenzhen invests heavily in education. Public schools offer great resources.

2. Open Environment: As a migrant city, it welcomes talents from everywhere. This diversity enriches teaching.

3. Tech Integration: Shenzhen leads in EdTech. I can combine data science with teaching here.

4. Personal Connection: This city gave me a second chance when I felt lost. I want to contribute back.

Data is a powerful tool for personalized learning.

Example: At New Oriental, I tracked every student's quiz scores using Excel.

I analyzed their error patterns /ˈerər ˈpætərnz/. One student always failed geometry questions. I gave her extra practice on shapes.

After 2 months, her geometry scores improved by 40%.

Data helps me see what students truly need, not just what I think they need.

I integrate technology to make math visible and engaging.

1. PowerPoint: For clear concept presentation.

2. Geometry Software: Visualizing abstract shapes and functions.

3. Student Videos: Students record "micro-explanation" videos. They become teachers, which deepens understanding.

4. Class Groups: We share problems and solutions online. Learning extends beyond the classroom.

Communication with parents should be constructive /kənˈstrʌktɪv/, not complaining.

My Approach:

1. Start with positives. "Your son is very creative in problem-solving."

2. Present data objectively. "However, his homework submission rate is 60%."

3. Explain the impact. "This affects his learning progress."

4. Offer solutions. "I suggest a daily study plan. Can you support him at home?"

Parents become partners, not critics.

Privacy protection is crucial in educational data science.

1. Anonymization /ˌænənɪməˈzeɪʃn/: I remove names and use student IDs instead.

2. Limited Use: Data is used ONLY for improving teaching, not for other purposes.

3. Controlled Access: Only authorized teachers can access the data.

4. Transparency: I inform parents how data will be used and get their consent.

This builds trust between schools and families.

Big data offers tremendous potential /pəˈtenʃl/ for education.

Benefits:

1. Early Warning: Identify at-risk students before they fail.

2. Pattern Recognition: Discover which teaching methods work best.

3. Resource Allocation: Direct help where it's needed most.

But: Data cannot replace human connection. My "secret mailbox" shows that students need emotional support, not just analytics.

Future education is Data + Humanity, not Data replacing Humanity.

I chose to be a teacher for three passionate /ˈpæʃənət/ reasons.

First, my inspiration. My mother is a teacher. I saw how she helped students grow. This planted the seed in my heart.

Second, the joy of witnessing progress. When I helped a student improve from 62 to 94 points, I felt incredibly fulfilled. Seeing their confidence grow is my greatest motivation.

Third, my own growth journey. Through three teaching roles, I discovered that I love this profession. Every challenge makes me want to become a better educator.

Teaching is not just a job for me. It's my calling.

My teaching philosophy has four core principles.

First, Student-Centered. Every student is unique. I design lessons based on their needs, not just following the textbook.

Second, Differentiated Instruction. Just like Confucius said, "Teach according to aptitude." I use分层教学 to ensure every student can learn at their own pace.

Third, Sparking Interest. My "math task card" game shows that when learning becomes fun, students naturally engage. Interest is the best teacher.

Fourth, Holistic Development. I don't just teach knowledge. I build confidence, develop critical thinking, and nurture emotional growth. Education is about the whole person.

In short: Teach with heart, inspire with love.

Math anxiety is real. I use four strategies to boost interest.

1. Make Math Real. I use real-life examples. For instance, teaching linear functions through mobile phone plans. Students instantly see the value.

2. Gamification. My "math task card" competition turned homework submission from 60% to 98%. Games make learning addictive in a good way.

3. Create Success Experiences. For struggling students, I set small, achievable goals. When they taste success, fear turns to confidence.

4. Student-Created Content. Having students record "micro-explanation videos" empowers them. They become teachers, which builds ownership and pride.

When students see math as useful, fun, and achievable, interest naturally follows.

I have three main research interests, all rooted in my teaching practice.

1. AI in Mathematics Education. I'm fascinated by how AI can create personalized learning paths. I want to explore how to balance technology with human connection in teaching.

2. Learning Analytics. I've used data to track student progress and identify weak points. I want to research how to better use data to improve teaching effectiveness without losing the personal touch.

3. Gamification in Learning. My "math task card" experiment showed remarkable results. I want to systematically study how game mechanics can enhance engagement and motivation in math education.

These interests combine my math background, teaching experience, and passion for educational innovation.