「以行求知之旅--創新.深思」研討會

「以行求知之旅--創新﹒深思」程序表
第一節第二節

C03  「怎麼」教小說？
文學閱讀過程是一種享受。學生必須從中得到樂趣，才會自發地持續不斷閱讀，從而培養出閱讀能力和習慣。相對於其他文類，小說在推廣閱讀方面確實比較優勝。小說可以通過較長的篇幅、豐富的情節、典型的人物、深刻的主題，令讀者得到獨特的美感經歷，不但可以從閱讀中學習，也可以從閱讀中得到樂趣。 ……<詳細內容>

C04 上下求索 ─ 如何改善寫作句意連貫性和提升撮寫主旨的能力？
香港道教聯合會純陽小學三年級的老師在分析學生的句式寫作和作文時，發現學生有句意欠連貫的問題，當中不只是欠缺或錯用連接詞，還有的是句子意思不合邏輯，而評估中做「排句成段」的表現也強差人意，於是在共同備課會議中討論，希望了解當中原因，並尋找出改善的辦法。 ……<詳細內容>

C05  在閱讀及寫作教學中推動合作學習，以照顧學習差異
照顧學生的學習差異是課程改革的一個重點，而在課改的中期報告中指出，這是其中一個教師特別關注的範疇。在《中國語文課程指引》(2004)中已明確指出照顧學習差異的原則、適當的課程設置和有效的教學策略，但如何落實到課堂教學上？在合作學習中，教師如何發揮促導者的角色？這都是教師所關心的。 ……<詳細內容>

C06  文章創作的組織與條理 ─ 一個說明文的單元教學設計
「說明文」是學生在第二學習階段其中一種需要掌握的文體，也是《全港性系統評估》經常考核學生的寫作體裁。然而在最新發佈的《全港性系統評估報告》(2008)則有以下的描述︰

「在說明文方面……不少學生的文章沒有具體的例子佐證，或沒有就列舉的例子詳加說明，以致說理不深入，內容一般。」

出現上述情況的原因，很可能是香港的小學生接受說明文寫作訓練的機會不多。 ……<詳細內容>

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. ……<詳細內容>

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. ……<詳細內容>  

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. ……<詳細內容> 

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. ……<詳細內容> 

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). ……<詳細內容> 

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. ……<詳細內容>

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. ……<詳細內容> 

M03  「塗」出數學概念
數學概念是學習數學的重要基礎，學生要正確地了解概念，才能真正理解數學知識，進而有效地學習數學。鑒於學習數學概念十分重要，有學者專門研究人類如何處理數學概念，他們研究發現，若學生對有關數學概念的掌握是有組織及有條理的，必有助於數學解題。學生如能從老師的教學獲得足夠的具體經驗，便能理解圖像代表的數學概念，進而自行運用圖像將抽象的數學概念加以轉換，表達正確的數學概念。 ……<詳細內容>

M06 多向思維訓練 ─ 看數學解題中的一題多解
近年，全港性系統評估的報告指出，學生解決問題的能力不足。其實，香港學生一般強於運算及解決常規性應用題，但在處理非常規應用題時，表現通常較差，主要原因是一般教師重視操練，較忽略高層次思維的培養。

有見及此，寶血會思源學校嘗試，在四至六年級試行「多向思維訓練」，期望達到以下目標：

• 給學生發揮數學創意潛能、解決問題和互相合作的機會；
• 著重訓練學生批判性思維、創意思維及溝通技巧。

……<詳細內容>

M08  幫助學生從實物操作中建構與體積相關的數學概念
數學科的課程是一個螺旋式的學習過程，在不同的數學課堂裏，很多教師都會採用實物操作活動作為教學策略，以增進學生對數學概念的理解。但有不少教師發現活動過後，學生縱然經歷過實物操作活動，仍然未能掌握相關的數學概念，甚至發現有些學生「學了即忘」。這現象說明「做實物操作活動」和「建立數學概念」並沒有必然關係。而亦有部份教師同意上述的教學理念，可惜面對緊迫的教學進度，教師往往需要在「完成教學進度」和「深化學生的數學概念」兩者之間作出抉擇。
……<詳細內容>

GS04  專題研習技巧課」工作坊
Part 1 Part 2
安排學生進行專題研習並不困難，但要學生能從探究的過程中對資料進行系統化的整理與分析，並從而建構自己的知識卻一點也不容易。到底如何能有效地提升學生在專題研習的表現，一直是教師非常關注的課題。……<詳細內容>