以行求知之旅-转变中的实践与思维研讨会

「以行求知之旅--转变中的实践与思维」程序表
第一节 第二节

C03  怎么「改」作文？
自从2003学年开始，福德学校的老师在写作教学方面便尝试引进各种策略，包括：「创意写作」、「重点批改」、「修改病句」、「读写结合」及「以评促写」，希望可以提高学生的写作兴趣和能力。……<详细内容>

C04 思前想后 : 写作基础训练
Part 1   Part 2   Part 3   Part 4   Part 5   Part 6   Part 7
老师批改学生作文时，会发现离题、不分段或分段不当、文句欠通顺、多错别字等问题。据老师了解，学生多是边想边写，而且少有回顾和修改。那么我们可以怎样改善学生这些作文通病呢？
写作思维过程当中，步骤包括：写前构思、设计、写作和回顾与修订。基于此，本组与圣公会圣提摩太小学和轩尼诗道官立下午小学尝试进行一些写前和写后的指导，包括：教导学生审题的策略、以脑图的方法提取资料、选材及分配详略，拟写大纲及分段和在学生完成初稿后，老师进行评讲和让学生互改，进行回顾与修订。 ……<详细内容>

C05  让兴趣带动学习 : 文学教学新思维
加强文学学习是小学中文新课程改革重要的一环。事实上，在语文学习的材料当中，存有不少既能提升学生语文能力，又能让学学习中华文化，培养品德及发展思维能力的文学佳作。
文学阅读着重个人的体验。如何吸引学生主动学习？如何让学生对作品的内容产生感悟？处理文学教材和语文教材有何不同？以上都是目前小学老师在处理文学作品的教学时脑海里常常出现的问题。 ……<详细内容>

E01  Putting thoughts on paper – the what, how and why in process writing  
Teachers at St. Francis' Canossian School found that some of their students did not write with confidence. Students followed very closely the writing frames and answered the guiding questions faithfully when writing their composition. The products were very similar in content and presentations. The highly structured guided writing put constraint on students’ writing development. In an attempt to enhance students’ proficiency in writing, teachers changed their practices in the teaching of writing at P. 3, P. 4 and P.5 levels from guided writing to process writing. ……<详细内容>

E02  Reading information texts with joy and tears
Information texts, among various text types stipulated in the Curriculum Guide, are found to be challenging to teachers and students alike. They are a broad category denoting the least common text features and language structures. Teaching information texts by strategies like reading aloud and shared reading is found to be unrewarding. Teachers at T.W.G.Hs. LEO Tung-hai Lee Primary School shared the same experience. They believed that their students needed more practice other than that provided in the textbook. ……<详细内容>   

E03  Opening a treasure chest: experiences in “Reading weeks”
T.W.G.Hs. Tam Shiu Primary School has incorporated English readers into the curriculum for many years. Yet teachers often met looks of incomprehension in classrooms of mixed abilities. Facing the challenge, the teachers attempted different curriculum planning and pedagogies. Over the years, the School progressed from treating readers as a curriculum option; scheduling readers in reading cycles in which students could only read an English reader once a week; to settling on reading weeks which offer the major benefits of creating a sustained favourable atmosphere for reading and providing instant feedbacks on students’ comprehension. ……<详细内容> 

E04  Enhancing competencies, broadening minds - how assessment supports learning
Teachers are aware of the impact of assessment on student learning. What students do in their class work, home assignments, preparation for tests and examinations, and how they perceive the results of tests and examinations, has profound influence on them as learners. Seeing that assessment has such a powerful backwash effect on student learning, teachers at SKH St Peter’s Primary School re-examined and reflected on their practices and perception towards assessment in their English KLA curriculum. They identified some of the challenges that they faced in the school. These included the school tradition and culture in teachers’ marking practice, and the multiple demand of assessment.   ……<详细内容>  

E05 Poetry writing and appreciation in action
How to help struggling and reluctant students to find success in writing and speaking is always a teacher’s concern. Using activities that offer pleasurable learning and the development of language awareness can be an entry point. Research findings indicated that writing short pieces such as poems and rhymes, using words that students liked or knew, did help struggling students write with increased confidence. Such a practice also encouraged able students to experiment with language, thus enhancing their creativity. With such an idea in mind, the P4 teachers of Pat Heung Central Primary School explored using simple poems to stimulate their students to read and write. They attempted to find out if their students could improve in writing and speaking through structured learning procedures.  ……<详细内容>  

E06  Write right – rubrics as criterion-referenced learning tools  
Part 1   Part 2   Part 3   Part 4   Part 5   Part 6
Writing is clearly a complex, multifaceted process requiring the ability to manipulate many sub-skills simultaneously. Teachers at Lok Wah Catholic Primary School are aware of the inadequacies in the writing of their KS2 students. They found that students generally fell short of ideas in their writing. There was evidence of attempt by students to respond to the prompt but the writing focus was not consistently sustained. How can they help students to write right?

Drawing on the premise that reading and writing should be connected, teachers integrated substantial reading input in the learning modules and designed reading tasks to equip students with the reading skills for understanding of specific text types. Students were immersed in the genre during reading. They then composed a text in that genre through shared writing before they were guided to write their own text. ……<详细内容>

E07  Can junior primary students go beyond sentence writing in English?
For emergent writers at junior primary level, coherent text writing is always a hurdle to overcome. They are acquainted with substituting words in structured writing frames to produce a number of repetitive but discrete sentences. Parallel and highly structured guided writing are the general practice in writing lessons. However, junior primary students need to cope with the demand of the Primary 3 TSA writing papers that require them to demonstrate proficiency in producing writing with “relevant ideas” and “coherency” . This is always an area of concern for English language teachers at SKH Lui Ming Choi Memorial Primary School. In view of the need to give an early start to P.2 students in the training of writing coherent texts, teachers initiated a writing program to develop students’ writing skills at the end of the 2006-2007 year.……<详细内容>  

M03  小四学生数学解难能力的培养
天主教柏德学校老师在去年有计划地在小四数学课程培养学生的解难能力，在四边形、周界、乘法、四则混合计算等课题，引入开放性问题，渗入解难策略的训练，使学生掌握常见的解难策略。此外，老师们更希望进一步探讨学生如何有效地运用所学的解难策略，于是拣选了「分数的比较」及「周界与面积的关系」等课题进行课研。在处理「分数的比较」时，老师运用解难教学，透过小组及大课讨论，有意识地逐步带领学生认识及经历解难过程，并鼓励同学运用不同的策略比较「分数」的大小。 ……<详细内容>

GS04  常识科多元化评估的实践
常识科老师大多会同意「思考技能」及「自我管理能力」是很难评核的。两所学校的科任老师为实践「学习与评估互相配合」的原则，分别将思考技能、研习技能和生活技能落实成为常识科的评估项目。
中华基督教会拔臣小学分享三年以来小二至小四年级在纸笔评估规划与实践的经验及遇到的困难。题型突破了以往侧重知识及概念理解的测考题目，藉此展示学生思考技能和研习能力的学习成果。老师对思考技能和研习能力两类题型作出跟进，从分数及答题内容评核学生的学习情况。

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