Bridging British Education Virtual Academy 伦桥国际教育

1v1 CS Lesson - Computer Science Concepts & LeetCode Practice 1v1 计算机科学课程 - 计算机科学概念与力扣练习

1. Course Basic Information 1. 课程基本信息

Course Name: 0203 CS Henry 课程名称： 0203 CS Henry

Topic: Abstract Data Types (ADT) and Anagram Problem Solving (C++) 主题： 抽象数据类型 (ADT) 与有效字母异位词问题解决 (C++)

Date: Not specified in transcript 日期： 未在文本中明确说明

Student: Henry 学生： Henry

Teaching Focus 教学重点

Reinforcing the definition and examples of Abstract Data Types (ADT) and applying data structures (Maps/Dictionaries) to solve an Easy LeetCode problem (Valid Anagram).

强化抽象数据类型 (ADT) 的定义和示例，并将数据结构（Map/字典）应用于解决一个力扣简单题（有效字母异位词）。

Teaching Objectives 教学目标

Accurately define an Abstract Data Type (ADT) based on its mathematical model and behavior. 根据抽象数据类型 (ADT) 的数学模型和行为，准确定义其含义。
Provide and describe two distinct examples of ADTs (e.g., Stack, Queue, Linked List, Binary Tree). 提供并描述两个不同的 ADT 示例（例如：栈、队列、链表、二叉树）。
Successfully apply a map/dictionary structure to solve the 'Valid Anagram' LeetCode problem efficiently. 成功应用映射/字典结构来高效解决力扣问题“有效字母异位词”。
Understand how to structure an exam answer for maximum points by addressing all required components step-by-step. 理解如何通过分步解决所有要求的组成部分来构建结构化的考试答案以获得最高分数。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Course Check-in & Exam Simulation Setup: Teacher checks in with Henry regarding his week and upcoming exams. Introduces a structured, five-point question format for exam practice.

课程签到与考试模拟设置： 老师与Henry核对近况和即将到来的考试。引入一个结构化的五分制问题模拟考试练习。

ADT Definition and Correction: Student's initial answer confuses ADT with a C++ class structure. Teacher reviews the formal definition of ADT and guides Henry to re-answer based on structure (Stack, Queue examples provided).

ADT 定义和纠正： 学生最初的回答将 ADT 与 C++ 类结构混淆。老师回顾了 ADT 的正式定义，并引导Henry根据结构（提供栈、队列示例）重新回答。

Exam Answering Strategy: Teacher explicitly shows Henry how to structure the ADT answer to secure every point (1 point for definition, 2 points per example).

考试作答策略回顾： 老师明确向Henry展示如何构建ADT答案以确保获得每一点分数（定义1分，每例2分）。

Operating System Function Review: A quick, two-point question review on the function of an Operating System (GUI, software execution base).

操作系统功能回顾： 对操作系统功能（GUI、软件执行基础）进行快速的两分制问题回顾。

LeetCode: Valid Anagram (Easy): Transition to LeetCode. Student attempts 'Valid Anagram' using a map/dictionary approach.

力扣：有效字母异位词 (简单)： 过渡到力扣练习。学生尝试使用map/字典方法解决“有效字母异位词”。

Anagram Solution Debugging and Optimization: Discussion on checking for zero counts at the end, time complexity (constant time check over alphabet size), and comparing map vs. array solutions for optimization.

异位词解法调试与优化： 讨论末尾检查是否所有计数都为零、时间复杂度（基于字母表大小的常数时间检查），以及比较map与数组解决方案的优化。

Wrap-up and Next Steps: Positive feedback on overall progress. Plan to attempt Medium LeetCode problems next session. Check-in on enjoyment/usefulness.

总结与后续计划： 对整体进步给予积极反馈。计划下节课尝试中等难度的力扣题。核实课程的享受度和实用性。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Abstract Data Type (ADT), syllabus, member functions, getters, setters, container, vector, binary tree, linked list, pop, push, hash, map, unordered map, anagram, runtime, time complexity, constant time (O(1))

词汇：
抽象数据类型 (ADT), 教学大纲, 成员函数, getter/setter, 容器, 向量 (vector), 二叉树, 链表, pop (弹出), push (推送), 哈希 (hash), 映射 (map), 无序映射 (unordered map), 字母异位词 (anagram), 运行时间, 时间复杂度, 常数时间 (O(1))

Concepts:
ADT vs. Class structure, Point allocation in exams, Time complexity analysis (O(N) vs O(1) for alphabet check), Map/Dictionary usage in C++.

概念：
ADT与类结构的区别, 考试中的分数分配, 时间复杂度分析（N vs. 字母表大小的常数时间O(1)）, C++中Map/字典的使用。

Skills Practiced:
Theoretical concept recall (ADT), Structured explanation for exams, C++ data structure implementation (Map/Dictionary), Algorithmic debugging and optimization (Anagram solution).

练习技能：
理论概念回忆 (ADT), 结构化考试解释, C++数据结构实现 (Map/字典), 算法调试与优化 (字母异位词解法)。

Teaching Resources and Materials 教学资源与材料

Syllabus Chapter 10.4 (Abstract Data Types) 教学大纲第10.4章 (抽象数据类型)
LeetCode Problem 242: Valid Anagram 力扣问题 242：有效字母异位词
C++ Standard Map/Unordered Map Documentation (for coding reference) C++标准Map/Unordered Map 文档（用于代码参考）

3. Student Performance Assessment (Henry) 3. 学生表现评估 (Henry)

Participation and Activeness 参与度和积极性

Henry was highly engaged, especially during the coding segment, where he actively proposed and tested optimization strategies. Henry 参与度很高，尤其是在编码环节，他积极提出并测试了优化策略。

Language Comprehension and Mastery 语言理解和掌握

Initial comprehension of ADT was confused with object-oriented classes, but after teacher intervention and review of the formal definition, understanding solidified quickly. 对 ADT 的初始理解与面向对象类混淆，但在老师干预和回顾正式定义后，理解迅速巩固。
Demonstrated strong understanding of how data structures (maps) solve counting/frequency problems efficiently. 展示了对数据结构（映射）如何高效解决计数/频率问题的深刻理解。

Language Output Ability 语言输出能力

Oral: 口语：

Speaks clearly and coherently, though occasionally pauses when shifting between strict theoretical recall and coding logic. 口语清晰连贯，但在从严格的理论回忆转向编码逻辑时偶尔会停顿。

Written: 书面：

Not applicable for oral session, but theoretical answers showed good structure when prompted.

口头课程不适用，但理论回答在提示后显示出良好的结构。

Student's Strengths 学生的优势

Excellent grasp of applying data structures (maps) to coding problems, demonstrating smart initial approaches even if slightly off-theory. 对将数据结构（映射）应用于编程问题有很好的掌握，即使理论上略有偏差，也能展示出巧妙的初步方法。
Good awareness of optimization, specifically recognizing the constant time complexity benefit of iterating over the alphabet (26 characters) rather than the entire input string length. 对优化有很好的认识，特别是认识到遍历字母表（26个字符）而不是整个输入字符串长度带来的常数时间复杂度的好处。
Responsive to feedback, quickly correcting theoretical misconceptions (ADT definition) and procedural errors (final check in anagram code). 对反馈反应迅速，能快速纠正理论上的误解（ADT定义）和程序上的错误（字母异位词代码中的最终检查）。

Areas for Improvement 需要改进的方面

Must solidify the precise, formal definition of core theoretical concepts like ADT, separating it from implementation details like getters/setters in classes. 必须巩固像ADT这样的核心理论概念的精确、正式定义，将其与类中getter/setter等实现细节区分开来。
Needs to practice structuring answers specifically for exam point allocation, ensuring all criteria are met explicitly. 需要练习针对考试分数分配来构建答案结构，确保明确满足所有标准。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used a low-stakes simulation to diagnose a theoretical gap (ADT confusion). 老师有效地利用了低风险模拟来诊断理论上的差距（ADT混淆）。
The back-and-forth correction model for the ADT question reinforced learning effectively. 针对ADT问题的来回更正模式有效地加强了学习。
The coding session transitioned smoothly from analyzing the student's current correct attempt to discussing advanced optimization concepts (array vs. map, complexity). 编码环节从分析学生当前的正确尝试顺利过渡到讨论更高级的优化概念（数组与映射的比较，复杂度）。

Teaching Pace and Time Management 教学节奏和时间管理

Pacing was well-managed, dedicating sufficient time to correct the foundational ADT misunderstanding before moving into coding practice. 节奏管理得当，在进入编码练习之前，为纠正基础的ADT误解分配了足够的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive, encouraging, and focused on deep understanding, even requiring students to re-answer questions for better learning.

支持性、鼓励性强，并专注于深入理解，甚至要求学生重新回答问题以达到更好的学习效果。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (ADT Definition) achieved after review and re-answering. 目标1（ADT定义）在回顾和重新回答后达成。
Objective 2 (Two Examples) achieved (Stack and Queue discussed/used as models). 目标2（两个示例）达成（栈和队列被讨论/用作模型）。
Objective 3 (LeetCode Solution) largely achieved, with the core logic for the map solution identified and optimized. 目标3（力扣解决方案）基本达成，确定并优化了map解决方案的核心逻辑。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Diagnosing conceptual gaps through exam simulation format. 通过考试模拟形式诊断概念性差距。
Connecting theoretical computer science (ADT) directly to practical coding implementation (LeetCode). 将理论计算机科学 (ADT) 直接与实际的编程实现 (LeetCode) 联系起来。

Effective Methods: 有效方法：

The technique of awarding points for specific answer components to guide precise explanation. 为特定答案组成部分分配分数的技巧，以指导精确的解释。
Guiding the student from a working but potentially suboptimal solution to a complexity-aware, optimized approach. 引导学生从一个可行但可能不够理想的解决方案，转向具备复杂度意识的优化方法。

Positive Feedback: 正面反馈：

Teacher noted Henry's smart approach to the anagram problem and his positive attitude towards difficult concepts. 老师注意到了Henry在字母异位词问题上的聪明方法，以及他对难题的积极态度。

Next Teaching Focus 下一步教学重点

Transitioning from Easy to Medium difficulty problems on LeetCode, focusing on problems that heavily rely on ADT concepts (Stacks, Queues, Trees, Maps). 将力扣练习难度从简单过渡到中等，重点关注严重依赖ADT概念（栈、队列、树、映射）的问题。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Theoretical Concepts & Exam Technique: 理论概念与考试技巧：

Memorize and be able to reproduce the standard mathematical definition of an Abstract Data Type (ADT) for exams. 为了考试，请记忆并能够复述抽象数据类型 (ADT) 的标准数学定义。
When practicing exam answers, always break down the required points (e.g., 1 point for definition, 2 points for Example A, 2 points for Example B) and structure the response accordingly. 练习考试回答时，务必将所需分数点分解（例如，定义1分，示例A 2分，示例B 2分），并相应地组织回答结构。

C++ Coding & Efficiency: C++ 编码与效率：

When solving frequency counting problems like Anagram, consider using a fixed-size array (size 26) indexed by ASCII values if the character set is limited (a-z), as this is often faster than an unordered_map. 解决像字母异位词这样的频率计数问题时，如果字符集有限（a-z），请考虑使用固定大小的数组（大小为26）通过ASCII值索引，这通常比无序映射更快。
For C++ maps, ensure you know the correct syntax for iterating over keys/values and how to handle missing keys gracefully, especially when optimizing the final check. 对于C++的map，请确保您知道迭代键/值的正确语法，以及如何优雅地处理缺失的键，特别是在优化最终检查时。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Review Unit 8 materials mentioned in the session. 复习课程中提到的第八单元材料。
Find two more distinct examples of ADTs not covered today (e.g., Priority Queue, Hash Table definition) and write down a one-sentence definition and main operation for each. 找出今天未覆盖的两个不同的ADT示例（例如：优先队列、哈希表定义），并为每个写下一句定义和主要操作。