「以行求知之旅 - 体验．探究．求真」研讨会 2010

程序表

「以行求知之旅--体验．探究．求真」程序表
第一节 第二节

C02 记述人物活动的能力培养
从社群的角度看写作，「写作」是社群彼此传情达意的途径。要将自己的意思准确地传送给读者，便要具体呈现所述的人和事。可是，大部分学生的作文未能详细描述人物的活动，内容平板，感受欠具体，读者便无从具体了解作者所述的事，体会所传的情。 ……<详细内容>

C03 「童心童真」──「童诗」教学
本港「课程发展议会编订」的【中国语文课程指引(2004)】明确指出，中国语文教育学习领域的课程发展方向除了要「均衡发展读写听说能力」外，还要「加强文学的学习，培养学生对美感的感受及欣赏、创作的能力」。换言之，文学学习是语文学习不可或缺的一环。文学学习可以有不同的层面，而学习的重心在于整体感受文学作品，领会文学之美；在感受之余，再玩味欣赏，进而创作。 ……<详细内容>

C04 「十分钟写不停」写作教学计划──探讨如何协助学生建构写作能力
写作教学一向是语文科的教学重点。传统写作教学侧重写作成果，往往过分依仗大量的范文，或提供字词或写作意念，以帮助学生完成作文，结果学生的作文如出一辙。这种以老师为主导的写作教学模式，每每忽略了学生建构写作能力的过程，难以让学生体验写作的乐趣、满足感和成功感，学生提不起兴趣写作，作文内容变得单薄乏味。中文科新课程强调能力导向，重视引导学生了解写作过程──「了解要求」、「提取意念」、「形成观念」、「语言转换」、「回顾修订」。学生是学习的主角，教师应让学生亲身体验学习的过程，令学生将能力迁移和内化所学的知识。 ……<详细内容>

C05 校本「读写结合」课程的再思与再行
「读写结合主张阅读教学和写作教学结合，老师在写作前安排一些配合写作题目的范文去施教，学生就有足够的写作材料及意念，作品的内容应该不再「流水账」。为什么我们也是应用这个流程，学生的表现的确是配合写作题目的内容，但是他们在紧扣文章主旨，安排情节的详略，选择重点素材去突出文章的中心思想方面，都未如理想?」 ……<详细内容>

E01 Working together ─ Necessary conditions for productive group work
Educators and teachers talk about using group work in the classroom nowadays. Though this is definitely not something new in the education world, group work seems to challenge many teachers in terms of classroom knowledge and organization. They even doubt about the outcomes of group work since it could be time consuming. One other thing that worries them is the coverage of the curriculum content which impacts upon the assessment content of tests and examinations. Teachers also find leading group tasks difficult as they need to walk around the classroom, get into groups to look into how students talk or write, and give immediate feedback on the spot. ……<详细内容>

E02 Who can write? Learning and teaching the complexities of Process Writing

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According to Evans (2001), writing is a complex and multifaceted process requiring the ability of students to master and manoeuvre many sub-skills simultaneously. Some of the thought provoking early research visualised writing not as a ‘think, write, think, write, think, write’ continuum but as a complex ongoing thought processes manifested in ‘writing episodes’. These thought processes and episodes interact with each other as they influence and support each other milling their way through until the writer produces a finished piece of writing. ……<详细内容>

E03 Taught, not caught!
The above was the reflection of an English teacher in an interview on the teaching of reading (Farrell, 2001). Does the portrait sound familiar to you, particularly when you coach students to tackle the TSA mock papers? What are the possible alternatives if you want to break the usual cycle and teach reading skills more explicitly? ……<详细内容>

E04 Building blocks for language learning – Unfolding the process of vocabulary teaching
In many occasions, English teachers in Hong Kong share their worries over their students’ poor performance in reading and writing. To deal with this problem, they have tried hard in equipping their students with the necessary reading and writing skills. The results, however, are always far from satisfactory even with a carefully planned reading and writing program. Teachers of Yan Tak Catholic Primary School experienced the same problem. In an attempt to address the problem, they observed and interpreted students’ performance in reading and writing. Informal interviews with students were also conducted. The results all pointed to the fact that students were weak in vocabulary. ……<详细内容>

E05 Making peer discussion work for primary school students
Facing the reduction in class size in recent years, many schools in Hong Kong have adopted a number of strategies to cope with the new teaching and learning classroom context. Co-operative learning, which advocates the need to promote learning through peer-to-peer collaboration and quality teacher-student interaction, ties in well with this change and thus has attained wide-spread popularity. Yet, when it comes to peer collaboration in English classrooms, teachers have been very hesitant.……<详细内容>

E06 From Old McDonald to an animal farm in the classroom
Yet, it is easier said than done. Promoting pupil learning in the lower primary classes through pleasurable, progressive and productive means needs teachers’ insistent demands and consistent practice to keep the work going. Recognizing the four instincts of a child—the social instinct, the instinct of inquiry, the instinct of making and the art instinct—as pointed out by Dewey (1990), the P1 and P2 teachers of S.K.H. Kei Hin Primary School intended to make use of the pupils’ impulses for effective learning. ……<详细内容>

M01 「量」与「度量」学习 ── 重量和容量
重量容量

近年，愈来愈多数学老师要求提供度量范畴的专题讲座或工作坊，皆因他们留意到学生在度量范畴的表现总是差强人意。

根据《数学课程指引》(CDC, 2000)，度量范畴在第一学习阶段约占20%，比重紧接在数范畴之后。内容涵盖货币、长度、时间、重量和容量等五种「量」的教学。而学习目标包括：……<详细内容>

M02 以小三除法为例解说数学上的知识体系
卡耐基教学促进基金会学者马立平 (Liping Ma) 教授曾提及有关“knowledge package” 的概念，其意为 “I use the term ‘knowledge package’ … for the group of topics that teachers tend to see around the topic they are teaching” 。诚然，在教授任何一个课题时，教师总会透过备课或经验的累积，令自己能更熟悉所要教授的教学内容。 马 教授想指出的是，除了关心将要授课的内容外，教师能否再进一步，多了解「围绕教授内容的其他课题」 (the group of topics around the topic they are teaching) ？她称上述的知识体系为一个「知识封包」 (knowledge package)。 ……<详细内容>

M05 「面有难式」 ── 透过解难活动加深学生对「面积」课题的认识
数学科的「解决问题能力」或「解难能力」(Problem Solving Skill)是指学习者能利用已有知识和运用数学的技巧和方法去解决新的问题，并能验证结果。
圣公会圣马太小学教师有感于学生虽能应付基本应用题，但对于一些高层次思考题却表现未如理想，故一年多前申请校本支援服务，期望透过与学校发展主任的共同备课，优化校本课程，加强学生对数学概念的理解，以提高学生解决问题的能力。是次分享会主要藉着小四及小五「面积」课题，分享如何提升学生解难能力的经验。 ……<详细内容>

M06 拓阔数学课堂的思考空间──从分析难点到设计教学（四年级）
如果你的学生在数学的测考上得到良好的成绩，你仍会考虑改善自己的教学方式吗？
天神嘉诺撒学校的两位四年级数学老师本很满意学生的学业成绩，但当近年学校尝试在数学科试卷中加入一些非常规性或较开放性的问题时，学生的表现却令她们感到意外。老师本已预计学生处理这些题目的表现未必会理想，却没想到很多学生竟会放弃尝试，不作思考，把答案栏漏空便算。老师尝试从观课中了解多点学生解答此类问题的表现，发觉学生未能灵活思考解题策略，表达解题方法时甚欠自信，且未能解释思考过程。……<详细内容>

M07 「分」内留神──分数纵向课程设计分享
在香港的小学数学课程中，根据《数学课程指引》，分数是数范畴中的一大课题，在三年级至五年级的学习重点中，分数共占了数范畴的30%建议教节，可见分数概念的学习是数学学习领域中极为重要的一环。分数和许多重要的数学概念有着密切的关联性，是学生学习基础数学知识所必须的。当学生具备基本的分数概念后，才能进一步学习有关分数的四则运算问题(Adalira, 1990)。因此，学好分数十分重要，然而分数涉及非整数概念，较抽象难明，各级学生在学习分数时，都会遇到不同程度的困难。……<详细内容>

GS03 从“HOT”计划到校本高阶思维纵向课程
“HOT”这三个英文字母代表甚么意思？三个字母正好代表了Higher Order Thinking，亦即高阶思维的简写；而三者结合起来，HOT又正好代表了一个很热门、很多人关注的课题。到底各级的高阶思维课程应如何构思、规划以至执行的确是近年很多小学关注的课题，本分享环节将基于4位 常识科 老师于去年借调本组期间发展出来的“HOT”计划课程框架的内容作蓝本，与参加者一同分享“HOT”计划的设计理念与内容，及如何把“HOT”计划于不同学校落实成校本高阶思维纵向课程推行方案的经验与心得。……<详细内容>