「以行求知之旅-从学生学习出发」研讨会

C03  古典文学散步
Part 1 Part 2
「学中文不容易，学古典文学更是难上加难！」这是不少学生在接触古典文学时的初步印象。
新修订小学中国语文学习领域课程，强调培养学生对中国文学学习的兴趣和能力。由于古典文学世界与现实生活有别，作品的内容及文字亦有其艰深的一面，要吸引学生阅读，实非易事。 ……<详细内容>

C04 「聆」机一触 — 运用聆听策略提升聆听能力的尝试
语文能力分聆听、说话、阅读和写作四个范畴，但过往的小学中文教学一向只偏重读写的教学，聆听和说话似乎被视作学生自小已学会的能力。可是，我们聆听别人说话时，我们是否能捕捉到内容的重点呢？若听「不清楚」，便会造成误会，影响沟通。 ……<详细内容>

C05  小学也教小说？
小学可不可教小说？
根据「香港课程发展议会」2004年11月编订的《小学中国语文建议学习重点(试用)》页9有关阅读范围所述，学生要阅读不同类型的材料，包括童谣、诗歌、故事、童话、寓言、散文、小说和实用文。因此，小说是小学中国语文科教材之一，当然可以教。 ……<详细内容>

E01  Developing students' communicative competence in writing across the key stages
Spiral learning and progressive design of the language learning activities across different primary levels help students acquire linguistic structures in a systematic way and apply them in meaningful contexts. On this basis of language scaffolding, students develop their communicative competence to share their life experiences, reflect their ideas and express their feelings in different writing genres. ……<详细内容>

E02  Balancing it right in the KS2 English KLA curriculum
What triggers changes in the perception and practice in English language teaching and learning? What brings about an awareness of the areas of concern in the school-based English KLA curriculum? Classroom decisions and the effective management of the teaching and learning process cannot be made without reference to the larger context within which teaching takes place. Neither can they be made without reference to curriculum requirements at system level. ……<详细内容>

E03  Engaging students in in-depth English language learning experience through project learning
General Studies or Chinese teachers may realize the benefits students can get from project learning. But English teachers often have concern about how project learning can be integrated into a subject that most students have not yet mastered. With a view to engaging students, both able and less able ones, in authentic English communication experience, teachers at the Mission Covenant Church Holm Glad Primary School attempted for the first time to integrate project learning into the English language curriculum. ……<详细内容>

E04  Linking assessment with curriculum
Teachers of Cho Yiu Catholic Primary School would like to share their experiences with you on how they started to change their assessment practices by looking at aspects of curriculum planning and teacher development. The sharing will explore how teachers made sense of the data emerged from collaborative lesson planning and staffroom discussion after trying out new forms of assessment, marking, and feedbacks.  ……<详细内容>

E05 Cooperative learning—peers literary scaffolding in developing cognitive and meta-cognitive reading skills
According to the philosophy of social constructivism, learning occurs best in a social setting with interactive peer support. It is, therefore, worthwhile to develop a culture of learning in which each member of the class is responsible for helping each other to learn and to make progress. But is it feasible for students of primary school to learn through a peer scaffolding strategy?  ……<详细内容>

E06  Enhancing multiple intelligences in story reading
What can students do after reading a story? A number of interesting activities such as jazz chants, songs, scripting and dramatizing can be designed to help students explore the deep meaning of the story and develop their multiple intelligences. Every student can, therefore, excel in some dimensions of learning.  ……<详细内容>

E07  English story writing
How to teach story writing? What skills should I teach? What if my students don’t have enough vocabulary to express ideas, should I build up their vocabulary first before they start to write? ……<详细内容>

M03  从评估回归到教学—第一学习阶段的「度量」范畴
在过去两年的数学科全港性系统评估报告中，指出在第一学习阶段的「度量」范畴，很多同学未能准确阅读量度工具上的刻度，而在选择合适的单位记录物件的长度、重量，尤其是容量方面，他们的表现较差，甚至有部分学生仍未能辨别各种量度单位。 ……<详细内容>

M09  校本数学课程的发展
嘉诺撒圣方济各学校重视培养学生对概念的理解，同时着重训练她们的解难能力。去年教师以小五作为试点，把一些提升学生解难能力的活动，有策略地渗入正规课堂教学。经过一学年的实践后，学生感觉如何？家长又是否理解及支持？......她们需要各方面的意见。 ……<详细内容>

GS03  常识科的纵向发展
Part 1  Part 2  Part3
学校三年以来(03-06年)藉共同备课发展常识科校本课程，过程中累积经验，规划出小一至小六各级常识科单元教学计划，当中包括科学探究技能和研习能力的纵向发展。从实践中，老师总结各年级学生在课程各范畴、科学探究技能和研习能力的表现，从而发展出具体架构和表现指标，成为老师们设计相关学习活动和教材的依据。 ……<详细内容>

GS04  小脚板闯神州
Part 1  Part 2  Part 3  Part 4
三间分享经验的学校都曾带领学生到国内进行跨境学习，但他们在考察活动的地点、活动的内容，以至学生的年级与人数都有不同的安排。他们尝试从自己的经验出发，探究不同模式与安排的成效。……<详细内容>