「以行求知之旅--创新.深思」研讨会

「以行求知之旅--创新．深思」程序表
第一节第二节

C03  「怎么」教小说？
文学阅读过程是一种享受。学生必须从中得到乐趣，才会自发地持续不断阅读，从而培养出阅读能力和习惯。相对于其他文类，小说在推广阅读方面确实比较优胜。小说可以通过较长的篇幅、丰富的情节、典型的人物、深刻的主题，令读者得到独特的美感经历，不但可以从阅读中学习，也可以从阅读中得到乐趣。 ……<详细内容>

C04 上下求索 ─ 如何改善写作句意连贯性和提升撮写主旨的能力？
香港道教联合会纯阳小学三年级的老师在分析学生的句式写作和作文时，发现学生有句意欠连贯的问题，当中不只是欠缺或错用连接词，还有的是句子意思不合逻辑，而评估中做「排句成段」的表现也强差人意，于是在共同备课会议中讨论，希望了解当中原因，并寻找出改善的办法。 ……<详细内容>

C05  在阅读及写作教学中推动合作学习，以照顾学习差异
照顾学生的学习差异是课程改革的一个重点，而在课改的中期报告中指出，这是其中一个教师特别关注的范畴。在《中国语文课程指引》(2004)中已明确指出照顾学习差异的原则、适当的课程设置和有效的教学策略，但如何落实到课堂教学上？在合作学习中，教师如何发挥促导者的角色？这都是教师所关心的。 ……<详细内容>

C06  文章创作的组织与条理 ─ 一个说明文的单元教学设计
「说明文」是学生在第二学习阶段其中一种需要掌握的文体，也是《全港性系统评估》经常考核学生的写作体裁。然而在最新发布的《全港性系统评估报告》(2008)则有以下的描述∶

「在说明文方面……不少学生的文章没有具体的例子佐证，或没有就列举的例子详加说明，以致说理不深入，内容一般。」

出现上述情况的原因，很可能是香港的小学生接受说明文写作训练的机会不多。 ……<详细内容>

E01  Teaching reading and writing using cooperative learning structures in English KLA
Part 1 Part 2
Building on the experiences and classroom practice accumulated over the past years in small class teaching at junior levels, teachers from Shap Pat Heung Rural Committee Kung Yik She Primary School tried out cooperative learning strategies in English language classrooms organized in simulated small class settings. ……<详细内容>

E02  Are there better ways to teach the simple past tense?
Teaching of the past tense to primary school students has been a headache to local English teachers. The learning of the past simple is inherently difficult to local Chinese students because their mother tongue does not have the past tense morpheme. Form-focused grammar exercises, which encourage mechanical manipulation with little or no account of the context in which the tense occurs, are not of much help to students. The fact that students have little exposure to the use of the past tense in their everyday life has further complicated the situation. ……<详细内容>  

E03   How to use classroom questioning and feedback effectively in English KLA ”
How to use classroom questioning and feedback effectively in order to improve students' learning is a common concern of teachers nowadays. TSA performances, ESR and QAD reports indicate that there is a need to improve this area of concern essential to quality learning. The Territory-wide System Assessment (TSA) Reports (2004 - 2008) inform us that quite a high percentage of P3 and P6 students were found to have difficulty in drawing the main ideas, inferring meaning and understanding attitudes and intentions in reading materials. ……<详细内容> 

E04   Supporting student writing ─ teachers’ effort, patience and co-operation
Part 1 Part 2
Helping the students to write with rich contents, fluency, accuracy and confidence takes time and needs teachers’ effort and patience. The teachers of SKH St Matthew’s Primary School worked in collaboration to develop a progressive development framework in (1) contents, (2) organization, (3) language and style, and (4) writing genres across the six class levels. The ideas in the framework were generated from the writing skills in the English Curriculum Guide, the Basic Competency descriptors and the writing items in TSA. ……<详细内容> 

E05 One step further ─ integrating reading strategies training into the curriculum
Part 1 Part 2
Many schools began to introduce authentic reading materials into the English curriculum. However, research in the last few decades point to the fact that the readers do not merely decode message from the writers in the reading process but also construct meaning from the texts (Nuttall, 1996). Reading strategies were found very useful for the readers in the process of meaning construction (Hosenfeld, 1977 and Block 1996). ……<详细内容> 

E06  Catering for inter-class diversity in English language teaching
Most schools in Hong Kong stream students and group them into different ability classes. Teachers in general agree that the needs and interests of these students across classes are different. Yet, there is often an unresolved tension between teachers of high ability groups and teachers of low ability groups over such constraints as uniform school-based curriculum and common assessment tools. ……<详细内容>

E07  Teaching reading and writing using cooperative learning structures in English KLA
Part 1 Part 2
Building on the experiences and classroom practice accumulated over the past years in small class teaching at junior levels, teachers from Shap Pat Heung Rural Committee Kung Yik She Primary School tried out cooperative learning strategies in English language classrooms organized in simulated small class settings. ……<详细内容> 

M03  「涂」出数学概念
数学概念是学习数学的重要基础，学生要正确地了解概念，才能真正理解数学知识，进而有效地学习数学。鉴于学习数学概念十分重要，有学者专门研究人类如何处理数学概念，他们研究发现，若学生对有关数学概念的掌握是有组织及有条理的，必有助于数学解题。学生如能从老师的教学获得足够的具体经验，便能理解图像代表的数学概念，进而自行运用图像将抽象的数学概念加以转换，表达正确的数学概念。 ……<详细内容>

M06 多向思维训练 ─ 看数学解题中的一题多解
近年，全港性系统评估的报告指出，学生解决问题的能力不足。其实，香港学生一般强于运算及解决常规性应用题，但在处理非常规应用题时，表现通常较差，主要原因是一般教师重视操练，较忽略高层次思维的培养。

有见及此，宝血会思源学校尝试，在四至六年级试行「多向思维训练」，期望达到以下目标：

• 给学生发挥数学创意潜能、解决问题和互相合作的机会；
• 着重训练学生批判性思维、创意思维及沟通技巧。

……<详细内容>

M08  帮助学生从实物操作中建构与体积相关的数学概念
数学科的课程是一个螺旋式的学习过程，在不同的数学课堂里，很多教师都会采用实物操作活动作为教学策略，以增进学生对数学概念的理解。但有不少教师发现活动过后，学生纵然经历过实物操作活动，仍然未能掌握相关的数学概念，甚至发现有些学生「学了即忘」。这现象说明「做实物操作活动」和「建立数学概念」并没有必然关系。而亦有部份教师同意上述的教学理念，可惜面对紧迫的教学进度，教师往往需要在「完成教学进度」和「深化学生的数学概念」两者之间作出抉择。
……<详细内容>

GS04  专题研习技巧课」工作坊
Part 1 Part 2
安排学生进行专题研习并不困难，但要学生能从探究的过程中对资料进行系统化的整理与分析，并从而建构自己的知识却一点也不容易。到底如何能有效地提升学生在专题研习的表现，一直是教师非常关注的课题。……<详细内容>