Bridging British Education Virtual Academy 伦桥国际教育

1v1 CS Lesson - Database & Algorithms 1v1 计算机科学课程 - 数据库与算法

1. Course Basic Information 1. 课程基本信息

Course Name: CS Henry 课程名称： CS 亨利课

Topic: Database Normal Forms (1NF, 2NF, 3NF) and IP Routing/LeetCode Problems 主题： 数据库范式 (1NF, 2NF, 3NF) 与 IP 路由/LeetCode 问题

Date: Date not specified (Based on context '0125') 日期： 日期未指定 (基于 '0125')

Student: Henry 学生： Henry

Teaching Focus 教学重点

Reviewing database normal forms via long-answer exam simulation and practicing LeetCode style algorithm problem-solving (Majority Element, Isomorphic Strings).

通过长篇问答考试模拟复习数据库范式，并练习 LeetCode 风格的算法问题解决（多数元素，同构字符串）。

Teaching Objectives 教学目标

Student can recall and articulate the definitions and purpose of 1NF, 2NF, and 3NF. 学生能够回忆并阐述 1NF、2NF 和 3NF 的定义和目的。
Student can attempt to answer a structured, high-value exam question under simulated conditions. 学生能够在模拟条件下尝试回答结构化的、高分值的考试问题。
Student can apply data structure knowledge (maps/hash tables) to solve algorithmic problems (Majority Element, Isomorphic Strings). 学生能够应用数据结构知识（映射/哈希表）来解决算法问题（多数元素，同构字符串）。

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

Casual Check-in & Game Discussion: Discussed student's week and brief discussion about CS:GO/Valorant.

闲聊与游戏讨论： 讨论了学生的一周情况并简短讨论了 CS:GO/Valorant。

Database Normal Forms (1NF, 2NF, 3NF) Review via Exam Simulation: Student attempted a long-answer question on the differences between 1NF, 2NF, 3NF and the reason for normalization. Teacher provided detailed feedback on structure and content.

通过考试模拟复习数据库范式 (1NF, 2NF, 3NF)： 学生尝试回答一个关于 1NF、2NF、3NF 之间区别以及规范化原因的长篇问答题。教师对结构和内容提供了详细反馈。

IP Protocol Explanation Review: Student explained IP addressing and routing. Teacher provided detailed feedback on completeness, pointing out missing keywords like 'routing tables'.

IP 协议解释复习： 学生解释了 IP 寻址和路由。教师对完整性提供了详细反馈，指出了缺少“路由表”等关键词。

LeetCode Practice: Majority Element (Map approach): Student proposed a map-based counting solution for Majority Element and refined the logic for tracking the maximum count seen so far.

LeetCode 练习：多数元素（Map 方法）： 学生提出了一个基于 Map 的计数解法来解决多数元素问题，并完善了跟踪迄今为止最大计数的逻辑。

LeetCode Practice: Isomorphic Strings (Two Map approach explained): Discussed the problem, focusing on the need for a two-way correlation (two maps) to ensure 'isomorphic' mapping.

LeetCode 练习：同构字符串（解释双向映射）： 讨论了问题，重点强调需要双向关联（两个 Map）以确保“同构”映射。

Wrap-up and Homework Assignment: Extended time slightly. Assigned the Isomorphic Strings problem as homework.

总结和布置作业： 略微延长了时间。将同构字符串问题作为家庭作业。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Atomic, Repeating Groups, Partial Dependency, Transitive Dependency, Primary Key (PK), Vendor, Bank Code Number, Internet Protocol (IP), Acknowledgement, Isomorphic, Edge Cases.

词汇：
原子性，重复组，部分依赖，传递依赖，主键 (PK)，供应商，银行代码号，互联网协议 (IP)，确认，同构，边缘案例。

Concepts:
Database Normalization (1NF, 2NF, 3NF), IP Packet Routing, Hash Map implementation for frequency counting, Bi-directional mapping for isomorphism.

概念：
数据库规范化 (1NF, 2NF, 3NF)，IP 数据包路由，用于频率计数的哈希映射实现，同构性的双向映射。

Skills Practiced:
Long-form written answer construction, technical explanation, algorithmic problem decomposition, application of data structures (Hash Map).

练习技能：
长篇书面答案构建，技术解释，算法问题分解，数据结构（哈希映射）的应用。

Teaching Resources and Materials 教学资源与材料

Visual examples/diagrams used for explaining 2NF (student/professor/grade table) and 3NF (vendor/bank dependency). 用于解释 2NF（学生/教授/成绩表）和 3NF（供应商/银行依赖）的视觉示例/图表。
LeetCode problem descriptions (Majority Element, Isomorphic Strings). LeetCode 问题描述（多数元素，同构字符串）。

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

Participation and Activeness 参与度和积极性

High engagement, especially when discussing technical solutions like IP routing and LeetCode algorithms. 参与度高，尤其是在讨论 IP 路由和 LeetCode 算法等技术解决方案时。
Willingness to attempt challenging long-answer questions despite initial reluctance, showing commitment to exam practice. 尽管最初不情愿，但仍愿意尝试有难度的长篇问答题，表现出对考试练习的投入。

Language Comprehension and Mastery 语言理解和掌握

Good recall of 1NF definition (atomic values, no repeating groups). 对 1NF 定义（原子值，无重复组）的回忆良好。
Correctly identified the core logic for IP routing (servers, designated address) but missed the key technical term 'routing tables'. 正确识别了 IP 路由的核心逻辑（服务器、指定地址），但遗漏了关键技术术语“路由表”。
Strong conceptual understanding of 2NF (partial dependency removal) and 3NF (transitive dependency removal) after initial review. 在初步回顾后，对 2NF（消除部分依赖）和 3NF（消除传递依赖）有很强的概念理解。

Language Output Ability 语言输出能力

Oral: 口语：

Clarity improved significantly during the technical explanations, especially in the second half of the session. 在技术解释过程中，清晰度显著提高，尤其是在课程后半段。
Able to articulate complex algorithmic ideas (Majority Element tracking) when prompted with structural guidance (using the map's count). 在获得结构性指导（使用 Map 的计数）时，能够清晰地阐述复杂的算法思想（多数元素跟踪）。

Written: 书面：

Student's written attempts in the chat showed good faith but lacked the precise, structured phrasing required for full marks in an exam setting, although key concepts were present.

学生在聊天中的书面尝试表现出诚意，但缺乏考试环境中获得满分所需的精确、结构化的措辞，尽管关键概念是存在的。

Student's Strengths 学生的优势

Strong foundation in data structures, readily suggesting hash maps for counting/mapping tasks. 数据结构基础扎实，能迅速为计数/映射任务提出哈希映射的建议。
Ability to grasp abstract algorithmic concepts quickly (e.g., the 'battle out' mechanism for Majority Element). 能够快速掌握抽象的算法概念（例如，多数元素问题的‘互相抵消’机制）。
Good engagement with potentially 'boring' review material (Normalization) when framed as exam preparation. 当规范化复习被定性为考试准备时，表现出很好的投入度。

Areas for Improvement 需要改进的方面

Structuring long-form answers to directly address all parts of the question and use required technical terminology precisely (e.g., 'routing tables'). 需要改进长篇问答的结构，以直接解决问题的各个部分，并精确使用所需的技术术语（例如，“路由表”）。
Distinguishing between required knowledge (IP routing) and related but non-requested knowledge (TCP/UDP details) in exam answers to maximize relevance. 在考试答案中需要区分必需的知识（IP 路由）和相关但不被要求的知识（TCP/UDP 细节），以最大化相关性。
Ensuring full bidirectional mapping logic for Isomorphic Strings (requiring two maps for the most robust solution). 需要确保同构字符串的双向映射逻辑的完整性（最稳健的解决方案需要两个 Map）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective in using the exam simulation format to motivate the student to recall complex database theory. 使用考试模拟格式来激励学生回忆复杂的数据库理论非常有效。
Effective in guiding the student through the algorithmic thought process, providing hints instead of direct answers. 在引导学生完成算法思维过程中非常有效，提供提示而不是直接答案。

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

The initial database review was deliberately slow to ensure foundational recall, which worked well. 最初的数据库复习是故意放慢速度的，以确保基础回忆，这很有效。
The session successfully transitioned between database theory and coding practice, utilizing the extra time effectively. 课程成功地在数据库理论和编码实践之间进行了转换，有效利用了额外的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Interactive, supportive, and task-focused. The teacher successfully balanced drilling for exam precision with encouraging algorithmic creativity.

互动、支持性和以任务为中心。教师成功地在追求考试精确度和鼓励算法创造力之间取得了平衡。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Normalization Recall): Largely achieved, with clear articulation of 1NF and guided understanding of 2NF/3NF. 目标 1（规范化回忆）：基本实现，能清晰阐述 1NF，并对 2NF/3NF 有指导下的理解。
Objective 2 (Exam Practice): Achieved through direct simulation and detailed post-mortem feedback. 目标 2（考试练习）：通过直接模拟和详细的事后反馈实现。
Objective 3 (Data Structures in Algorithms): Demonstrated strong ability, especially with the Majority Element problem. 目标 3（算法中的数据结构）：展现了很强的能力，尤其是在多数元素问题上。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Skillful use of exam simulation ('exam answer mode') to drive high-quality recall. 熟练运用考试模拟（“考试作答模式”）来驱动高质量的回忆。
Providing precise, actionable feedback on written answers, linking structure to mark allocation. 对书面答案提供精确、可操作的反馈，将结构与分数分配联系起来。
Excellent transition into and scaffolding of complex LeetCode problems. 在引入和脚手架复杂的 LeetCode 问题方面表现出色。

Effective Methods: 有效方法：

Breaking down the value of points in an exam question to encourage students to write *something* relevant. 分解考试问题中分数的价值，鼓励学生写出*任何*相关的内容。
Guiding the student to the 'two map' solution for Isomorphic Strings instead of giving the answer immediately. 指导学生得出同构字符串的“双 Map”解决方案，而不是立即给出答案。

Positive Feedback: 正面反馈：

Student's IP explanation was 'very, very good' and showed high understanding beyond the basic scope. 学生的 IP 解释“非常好”，显示了超越基本范围的高水平理解。
The student is 'definitely improving' on technical explanation tasks. 学生在技术解释任务上“绝对在进步”。

Next Teaching Focus 下一步教学重点

Completing and reviewing the Isomorphic Strings problem implementation. 完成并复习同构字符串问题的实现。
Further exploration of advanced database concepts or moving onto a new algorithmic concept if time allows. 如果时间允许，进一步探索高级数据库概念或转向新的算法概念。

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

Database Theory & Exam Technique: 数据库理论与考试技巧：

When answering normalization questions, ensure you explicitly state the prerequisites (e.g., 'Must be 2NF to be 3NF') to secure all potential points. 回答规范化问题时，请确保明确说明先决条件（例如，“要成为 3NF 必须是 2NF”），以确保获得所有潜在分数。
For terminology like 'Internet Protocol', double-check spelling ('protocol' vs 'protocal') to avoid small deductions in formal exams. 对于像“Internet Protocol”这样的术语，请仔细检查拼写（'protocol' 而非 'protocal'），以避免在正式考试中被扣小分。

Algorithm Implementation (LeetCode): 算法实现 (LeetCode)：

For the Isomorphic Strings problem, focus on implementing the two-map (s->t and t->s) structure to strictly enforce the bidirectional link requirement. 对于同构字符串问题，重点实现双 Map（s->t 和 t->s）结构，以严格强制执行双向链接要求。
In the Majority Element problem, practice initializing the max tracking variable (Cmax) using the first element of the array (num[0]) when its length is guaranteed to be >= 1. 在多数元素问题中，练习使用数组的第一个元素（num[0]）初始化最大值跟踪变量 (Cmax)，因为其长度保证 >= 1。

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

Complete the LeetCode solution for Isomorphic Strings (205), focusing on the two-map approach. 完成 LeetCode 问题同构字符串 (205) 的解决方案，重点关注双 Map 方法。
Review notes on 3NF to solidify understanding of transitive dependencies. 复习 3NF 的笔记，以巩固对传递依赖的理解。