中国的英语教学强调对语法知识的掌握。其教学方式通常都局限于背诵课文、题海练习和跟老师核对答案。这种教学方式在很大程度上造成了一个现象：大部分学生只会做题考试，而不会日常运用。通常来说，高中毕业生实际上几乎不能流畅地用口头或者书面英文表达自己观点，即使他们已经在中国学校从小学一年级就开始接受训练。

肯特咨询目睹了这一现象，并着手尝试一些不同的方式进行英语辅导。那就是使用学生在学校运用的课本进行教学，首要目标是帮助学生取得高分，这也是家长的典型要求。第二个目标是帮助学生学会使用英语表达，培养用英语思考，沟通和写作的能力，这也是我们认为更为重要的目标。

这种新方法由以下几方面要素组成。首先，辅导老师将使用英语授课，即使这种方式对于英语基础薄弱的学生来说比较困难。针对课本内容，学生需要用英语解释课本中的词汇。对于初次尝试这种学习方式的学生来说，这并不简单。比如说“ride”这个词在中文里是“骑”的意思，但用英语解释却比较困难。如果你学习了这个词的原始英文定义，就知道它的意思是“坐在上面，让它走”，这会让你觉得有趣。另一个从课本中学到比较重要的是发音，阅读理解能力和改述能力。通过朗读课文，老师将纠正学生的发音，确保他们理解课文的意思。更为重要的是，学生需要用自己的话把课文内容复述出来。当然，对于在校学习最为主要的内容-语法和练习，在辅导中也包含在内。最后，学生将有机会围绕着课本的主题展示和分享自己的故事。

English teaching in China emphasizes knowledge such as grammar rules and principles. The traditional ways are primarily confined to activities like reciting the text, doing plenty of exercises and tests, and then checking answers with teachers. This method, to a great extent, results in a problem that most students fail to effectively use English as a tool of communication in daily life. Normally graduates from high school actually can hardly express their ideas in English, both in oral and written language; even they have been trained in Chinese school from grade 1 of preliminary school.

Witnessing this problem, KCG is trying a different approach to teach English. Using the same textbook as the students adopted at schools, the first goal is to help students score high at school which is the typical requirement from parents; The second goal, which is more important from our perspective, is to help students actually use English to express themselves and develop the ability of thinking, speaking and writing in English.

Here are some components of this new approach. First of all, the class will be conducted in English even it will be tough for those students who have limited language foundation; Focusing on textbook learning, students are supposed to explain words from textbook in English. This is no easy job at beginning. For example, the word “ride” in Chinese is “骑”, but it is difficult to explain it in English. If you learn its original definition and know that it means “sit on and make go”, it will amaze you. Another important learning from textbook is about pronunciation, reading comprehension and paraphrasing. By reciting the textbook, teacher will correct students’ pronunciation and make sure they understand the text passage. More importantly, students will be asked to paraphrase the text passage in their own words. Of course, the drills on grammar and exercises will be covered even they are the main content of learning at school. Finally, students will be given chances to do presentation, talking their own stories around the topic of the textbook.

博雅教育是一种培养自由个体及公民意识的教育理念。在这种教育制度下，一些经典的学科及技能显得尤为重要。哲学、修辞学、逻辑学等，就长期在西方教育体系中作为核心课程而备受重视。举例来讲，美国很多的大学均引入这种理念作为本科教育的一部分。这些学校往往采用小班化编制，以苏格拉底式的对话和问答的方法进行教学。

最近，一些中国名牌高中，尤其是那些来自国际课程的教育学者们觉察到博雅教育的迫切需要。受到这些老师的影响和启发，肯特咨询正在考虑通过一些外籍教师的帮助，在市场上推出博雅教育的课程。那有可能是一些为7年级学生设计的试验课程，例如西方或者美国历史与文学等，同时也能与学校的课程结合起来。或者是一种作为对常规数理化培训的一种补充的独立培训课程。这种新的创举将为同学们提供均衡学习学科的机会，除了能够学习数理化领域知识以外，还可以学习西方文化、历史和文学等内容。其中受益尤其大的是那些日后计划出国就读高中或大学的同学们。

关于博雅教育的信息来源于维基百科

A liberal arts education is an educational idea. It strives to form students into free-thinking and well-rounded citizens who take an active part in civic life. Essential subjects and skills, including philosophy, rhetoric, logic, etc., are part of the core curriculum at western education systems. For example, many U.S colleges adopt liberal arts curriculum into undergraduate studies. The teaching is typically Socratic with smaller classes, a lower student-to-teacher ratio, and more interactions between students and teachers.

Educators from Chinese public high schools, especially those from international curriculum, have discerned the necessity of liberal arts education. Inspired by their ideas, KCG is considering introducing a liberal arts curriculum in the market with help of some foreign faculties. It could be some trial courses, designed for students from grade 7, like western / American History and Literature, interwoven with the current curriculum at schools, or it could be an independent training course as a supplementary to the normal trainings on Math and sciences. This could be a new movement to provide a balanced learning for students about western culture, history and literature apart from what they have been taught in the areas of Math and Sciences. This training is extremely helpful for prospective students of U.S boarding schools or colleges.

Information about Liberal Arts is sourced from Wikipedia.org.

在SAT考试中，语法是必不可少的一部分。对于中国绝大多数学生来说，语法也许不会成为一个大难题，因为在中国的英语课程强调语法的学习。但是，在国外念书的孩子却缺少这种正式的语法培训，对于他们来说SAT语法确实是一个挑战。肯特咨询正在认真思考这个问题，并且尝试着手寻找正确有效的解决方法。

根据肯特咨询的观察，很多学生在备考时都没有认识到语法基础的重要性。同学们只是埋头做大量的练习，而忽略了归纳、总结语法考点。因此，设计系统的SAT语法课程是必要的，这对于学生来说将是一个有力的支持。首先，我们在SAT真题的基础上划分相关重要语法类别，例如平行结构，主谓一致，并列结构，逻辑主语等。然后我们把这些类别定制成课程，同时融入相关有代表性的例子和练习。

希望这样的课程能够帮助同学们为英语的学习打下扎实的基础，并且能够帮助他们更加准确、有效而且简洁的使用英文表达。

Grammar is an indispensable part of the SAT. Perhaps it is not a big problem for Chinese students because the English curriculum in Chinese schools focuses heavily on grammar rules. However, students who study abroad lack this type of formal grammar education. KCG is taking this issue into consideration seriously, and is looking to adopt emphatic approaches towards solving this problem.

From KCG’s observation, most students just stick into abundance of the grammar exercises at the very beginning of the SAT preparation, ignoring to build a solid foundation on grammar. Therefore, it is necessary to guide these students to learn SAT grammar more systematically. For example, students can begin with learning grammar rules and principles. Consequently, KCG is considering a grammar course to address this issue. The methodology of the grammar course is fundamental. First, elementary categories are clarified based on the Writing Section in the past papers. These categories include parallelism, agreement of subject and predicate, collocation, etc. Then we tailor these categories into lessons, integrating some typical examples and exercise accordingly.

With the help of this course, students can not only improve their SAT scores, but also write English more clearly, effectively, and concisely.

节选自《爱因斯坦：生活和宇宙》第25-26页 沃尔特 艾萨克森著

……然而，爱因斯坦采纳了校监的建议，决定在距离西部25英里远的阿劳中学就读一年。

对于爱因斯坦来说，这是一所再合适不过的学校了。这里的教学理念源于十九世纪初期瑞士著名的教育改革家约翰 亨里希 裴斯泰洛齐的理论。 裴斯泰洛齐坚信应当鼓励学生将抽象的概念可视化。同时，他认为培养每个学生的“内在的尊严”和个性非常的重要。裴斯泰洛齐曾说，应当引导学生通过实地观察、直觉处理、概念化思考及具象理解的过程，对事物作出自己的判断。这种方法对于理解和掌握数学、物理的法则同样适用。应当避免死记硬背、机械记忆和填鸭式的教学。

爱因斯坦深深喜爱着这所学校。“孩子们的个性得到认同，”爱因斯坦的姐姐回忆道，“自由的思想甚于权威的论断。在孩子们眼中，老师不是权威的象征，而是在学生周围的、品格卓越的人。”这恰恰对立于爱因斯坦所厌恶的德国教育。“当我对比在德国六年的专制式中学教育，”爱因斯坦回忆道，“我清楚的发现，相对于所谓权威的教学，基于自由和个性的教育是多么的优越。”

阿劳的裴斯泰洛齐及其后人所坚持的视觉化的思维方式，成就了爱因斯坦天赋中的重要一部分。“视觉化理解是教学生如何判断事物的最本质乃至唯一的方法。” 裴斯泰洛齐写道，“相比较而言，对于数字和语言的学习才是次要的。”

毫无疑问，在这所学校所接受的视觉化思维教学，为爱因斯坦日后成为那个时代的科学翘楚提供了巨大的帮助：他试图将与光波并行穿梭的情景图像化。“在阿劳，我构思了第一个与狭义相对论有关的实验，虽然这个实验听上去有点稚气。”后来他对一个朋友说，“如果一个人去追赶光波，并且可以跑的与光一样快，那么他可以完全独立于时间而存在。当然，这是不可能的。”

A Script from the Book “Einstein: His Life and Universe” by Walter Isaacson, Page 25-26

…Instead, Einstein decided, on the advice of the college's director, to spend a year preparing at the cantonal school in the village of Aarau, twenty-five miles to the west.

It was a perfect school for Einstein. The teaching was based on the philosophy of a Swiss educational reformer of the early nineteenth century, Johann Heinrich Pestalozzi, who believed in encouraging students to visualize images. He also thought it important to nurture the “inner dignity” and individuality of each child. Students should be allowed to reach their own conclusions, Pestalozzi preached, by using a series of steps that began with hands-on observations and then proceeded to intuitions, conceptual thinking, and visual imagery. It was even possible to learn-and truly understand-the laws of math and physics that way. Rote drills, memorization, and force-fed facts were avoided.

Einstein loved Aarau. “Pupils were treated individually,” his sister recalled, “more emphasis was placed on independent thought than on punditry, and young people saw the teacher not as a figure of authority, but, alongside the student, a man of distinct personality.” It was the opposite of the German education that Einstein had hated. “When compared to six years' schooling at a German authoritarian gymnasium,” Einstein later said, “it made me clearly realize how much superior an education based on free action and personal responsibility is to one relying on outward authority.”

The visual understanding of concepts, as stressed by Pestalozzi and his followers in Aarau, became a significant aspect of Einstein's genius. “Visual understanding is the essential and only true means of teaching how to judge things correctly,” Pestalozzi wrote, and “the learning of numbers and language must be definitely subordinated.”

Not surprisingly, it was at this school that Einstein first engaged in the visualized thought experiment that would help make him the greatest scientific genius of his time: he tried to picture what it would be like to ride alongside a light beam. “In Aarau I made my first rather childish experiments in thinking that had a direct bearing on the Special Theory,” he later told a friend. “If a person could run after a light wave with the same speed as light, you would have a wave arrangement which could be completely independent of time. Of course, such a thing is impossible.”