「以行求知之旅--從學生學習出發」- 內容簡介

據本節講者在不同的備課會和研討會觀察所得，「行動」不光是指教學「活動」，更包括教師對一些教學現象和實踐的討論和反思。為了加深了解，教師樂意從課堂的教學實踐中搜集證據，作為反思的依據。由於搜集證據和討論都在真切的情境下發生，很多時候都會出現一些意想不到、不能控制的情況。這正好衝擊教師原先的教學理念及構想，驅使大家重新思考，跟進改善。在討論的過程中，大家都持開放的態度，把一些豐富但隱藏了的經驗說出來。這種共同反思所產生的能量，正是改善教學和建構教學知識的泉源。

C01 馳騁書世界

學生在課堂上通過參與不同類型的學習活動，學會運用相關的閱讀策略，包括預測、故事文法、圖示等方法去理解情節內容。此外，學生亦通過小組討論和撰寫閱讀札記積極表達對作品的意見，並連繫個人生活經驗作出反思。根據教師觀察及學生習作顯示，學生在圖書教學的單元學習表現主動和投入，課堂氣氛良好。

教師在本節將與你分享他們的設計理念、教學經歷和反思。

C02 新課程．舊課程．校本課程

這所協作學校的小四教師已在去年因應自己學生學習的需要，審視教科書的適用性，利用本組的校本支援及協作服務，開展校本的單元設計。她們會以貫通去年校本設計的小四下學期的「心情描寫」單元與今年新課程下的小五「心理描寫」的單元為例，分享她們如何將新舊課程融合於校本課程的經驗、實踐及困難。

C03 古典文學散步
 

新修訂小學中國語文學習領域課程，強調培養學生對中國文學學習的興趣和能力。由於古典文學世界與現實生活有別，作品的內容及文字亦有其艱深的一面，要吸引學生閱讀，實非易事。

兩間學校教師在設計高小中文課程時，針對教材的性質及教學目標，各自設計配合學生能力的不同課業和活動。在處理簡易古文和古詩欣賞時，教師為消除學生害怕閱讀古文字的心理，特別選教學生有前備經驗的教材及提供相關的閱讀策略，讓他們衝破文字的障礙，通過合作學習自行理解篇章，取得學習成功感。在學習較長篇的古典小說及民間故事時，教師則選取具趣味性的篇章，吸引學生作深度閱讀，並讓學生通過自擬問題及戲劇表演，呈現他們對作品內容的理解，嘗試表達對作品的意見。

教師在教學過程中，發現除了清晰的指示及提供學習策略外，為學生設定合理的期望，提供空間讓學生放膽嘗試和表達意見，是帶領學生進入古典文學花園的重要條件。

C04 「聆」機一觸 — 運用聆聽策略提升聆聽能力的嘗試

為了上述原因，以及配合中文新課程指引及全港性系統評估，黃埔宣道小學的老師分別在一、四和五年級嘗試引進聆聽策略，希望能提升學生的聆聽能力，均衡發展語文能力。策略方面，我們曾經嘗試教授邊聽邊記重點（教導學生運用文字、圖畫和符號把聽到的內容重點記下）、邊聽邊想像（教導學生將聽到的內容在腦海化成圖像）、邊聽邊思辨（以邊聽邊記重點為基礎，分辨內容特點）等策略；教學形式方面，小一是運用系統教學的模式，以獨立的聆聽教學材料教授；小四及小五則運用原本的閱讀教材進行聆聽策略教學，一材多用。

觀乎學生的課堂表現，大部分學生能掌握有關策略；我們也曾訪問數名學生，他們也認為有關策略對他們的學習有幫助，只是平日運用的機會不多。另一方面，幾位教師指出能認識到教授聆聽的不同方法，認為這些策略對學生將來升學及就業均是終身受用的，只是自己要提高意識，在課堂多營造機會讓學生運用有關策略，以內化成為能力。

C05 小學也教小說？
 

小學生從小說中學甚麼？
小說一定有主題，也有情節和人物。教師選作教材的小說，主題大多蘊含一些正面的價值，情節則包括「起、承、轉、合」。通過對小說情節的理解和主題的探究，能夠令學生有所感悟，從而在品德情意上產生變化，達到教化的目的。這正是梁啟超先生所言的「熏 」、「浸」、「刺」、「提」四力。註1 此外，學生還可以從小說中學習描寫人物的手法，包括肖像描寫、言語描寫和行動描寫。

老師怎樣教小說？
一般常用的語文教學策略，例如閱讀、提問、討論、角色扮演、撰寫讀後感等，在小說教學中都可以用得著，關鍵是提問的層次和引導的技巧。我們的做法是把小說分成小章節，然後按三個層次設計問題，包括：1.事實層面(文本的表層意義)；2.理解層面(從事實加以分析或推斷的意義)；3.價值評估層面(讀者對文本的評價)。學生在上課前必須先閱讀有關的小說，並自行寫下閱讀筆記及自擬一些問題。在課堂內，學生通過互相提問、討論、角色扮演、圖畫製作及完成教師設計的工作紙等活動去達成學習目的。

課堂教小說有何成效？
我們發現學生對小說教學的反應十分正面，他們對閱讀小說產生濃厚興趣，而且能在閱讀過程中運用一些閱讀策略去掃除閱讀障礙。學生又特別喜歡角色扮演，對小說人物產生強烈的代入感。然而，我們亦發覺學生對文本的掌握仍然局限於內容的理解，對文字的象徵和意境敏感度較低，需要老師引導。

對老師來說，大家初時對引進小說教學產生一種陌生的感覺，需要時間去適應。為了有效落實計劃，老師們都要多讀有關文學的書籍及互相交流，從而加強對文學的認識及提升對文學的評鑑能力。通過了實踐，老師對學生的閱讀能力更有信心，大家都感受到學生喜愛閱讀，因而更積極為學生開拓不同類別的閱讀。

註1. 夏志清先生認為，梁啟超用了四個比喻來說明小說的力量：一為「熏 」，小說在讀者四週散佈煙霧，使他的五官和判斷能力都受影響；二為「浸」，讀者浸在故事的情景和問題中，讀後數日或數週尚不能免於憂愁、憤怒或別的感觸；三為「刺」，讀者被故事中大力描寫的情景刺激得異常興奮；四為「提」，小說能把讀者提升至書中主人翁的層次，或促使其模倣之。

C06 觀課、備課新體驗

這所協作學校的中文科老師嘗試用一個嶄新的角度進行觀課，引進一個配合今年科本發展的焦點：寫作的共同備課及觀課，以與其他的觀課目的區分。而這次的觀課以了解學生從閱讀分析 (以單元設計的手段編置教學及利用概念圖作學習策略) 過渡到寫作的過程(由片段到整篇)為目的，繼而為共同備課訂定更切合學生需要(層階圖)的學與教環節。是次研討會以小五學生掌握說明性文章的學習過程及難點(配合說明性文章中心思想強調游說之重點作深入分析)為例，分享老師這個觀課及備課的新體驗及專業反思。

C07 寫我情「真」、寫我情「深」

兩所協作學校將系統評估中學生的弱項作為共同備課的主題，他們通過本環節分享當中的一些嘗試：發展小三及小六學生的寫作能力，包括訂立明確的中心思想或主旨，在記述自己生活小事中加強細緻的情節描寫，改善以往「流水賬」式記事表現；以及幫助學生利用三種心理描寫的技巧，緊扣主題重心，抒發在一件小事中的個人深層感受、真摰的情感及反思，以達致「小事見真情」的深層寫作表現。此外，教師更會展示他們如何設計這些讀寫結合的學習材料，如何配合單元教學的原則去組織課堂活動，以及課堂實踐中的經驗及反思。

C08 閱讀兩生花—從閱讀策略看閱讀能力的培養

• 如何以閱讀策略組織單元教學？
• 教師如何在課堂上支援學生掌握閱讀策略？
• 教師在實踐中面對甚麼挑戰和有甚麼反思？

保良局錦泰小學
由於四年級學生由第一個學習階段過渡至第二學階段時，在閱讀理解中的組織和綜合能力的表現較弱，因此教師在單元教學中設計了不同的學習活動，協助學生掌握如何處理訊息的閱讀策略，包括「刪除」、「概括」和「建構」，從而使學生在閱讀文章時，能準確地找出重要的訊息，並把訊息撮寫，提升閱讀果效。

聖愛德華天主教小學
教師為了有效提升學生在閱讀記敘性質篇章的能力，嘗試以閱讀歷程為組織重心，設計了一個五年級校本課程，引導學生運用閱讀策略，包括提高理解監控、詞義推斷、概括訊息、確定重要訊息、以及記敘性質文章的閱讀策略，指導學生運用策略同時，經歷各項的閱讀過程，以幫助學生學會閱讀。

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.

After trying out the approach in teaching English writing for a number of years, teachers of Tai Po Old Market Public School (Plover Cove) have developed their school-based curriculum in writing across the key stages. Basically, students' writing is supported with large amount of reading in advance. This aims to enrich their ideas and suggest useful expressions or sentence structures. The contents and language required for the writing tasks at different levels are built up gradually so that students can manage their writing with ease and confidence. Students are exposed to writing different text types related to the learning themes. A wide range of writing genres for different levels has been carefully scheduled. They include descriptive writing, narrative writing and persuasive writing. Students' writings reflect that they understand how the features and organizations of these genres differ from one another and how their ideas can be expressed to the full.

In this session, teachers will share with participants the writing targets for each key stage, teaching and learning design, thought provoking learning strategies, instructional practices, evaluation and provisions of feedback. The effect of learning will be illustrated with student work. Indeed, in-depth analysis of student works will help to show how students' writing skills can be gradually developed. Mutual understanding between teachers from different levels is also found essential for successful implementation of the school-based writing curriculum. Teacher presenters will elaborate how teachers are brought to the awareness of the vertical development across the key stages. Other related issues such as the use of resources and assessment will also be discussed. Finally, a rich stock of student work as well as resource materials will be displayed for all participants to study, comment and discuss.

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. The new English KLA Curriculum and the Territory-wide Systems Assessment, and the context and environment of the learning process, including the curriculum plans that drive the pedagogical actions, are critically important as triggering factors.

When faced with the ever changing teaching and learning contexts in the micro and macro language environment, teachers at Yuen Long Government Primary School (a.m.) were prompted to ask fundamental questions before making decisions in their school-based curriculum. When such key elements as course design, needs analysis, collegial readiness, and resources were re-visited, teachers identified a number of inadequacies commanding attention. They found that their teaching was bound by a large number of textbooks and supplementary practice books. There was a lack of link between units. Input was not sufficient in the four language skills, particularly in reading. Even if there were language skills instructions, they were taught in isolation. They discovered that their curriculum was fragmented with too much emphasis on the teaching of language forms.

Key curriculum questions revolving around the what, why, when, who and how on content, processes, and outcomes were deliberated to address the procedures in selecting, justifying and grading content, enacting and sequencing processes, and assessing and evaluating outcomes. In other words, the teaching syllabus, methodology and assessment were examined in details in the curriculum development process.

On renovating the textbook bound curriculum, one major modification occurred with the emergence of the communicative task as a central building block within the curriculum. Instead of designing a particular lexical or syntactic exercise, tasks were designed to reflect students' communicative competence. Language focus exercises were developed as a second-order activity.

To strike a balance in the English KLA curriculum, teachers integrated reading, writing and speaking skills in the learning modules. Drawing on samples of learning and assessment tasks, they correlated the items to the target reading skills in the English KLA Curriculum Guide and designed reading tasks to help students acquire a wide range of reading skills to comprehend expository, narrative and procedural texts. Teachers gradually shifted the reading focus to developing students' proficiency in text level understanding in various text-types. Efforts were made to link reading to writing, teachers used carefully scaffold materials, including graphics organizers, to help students acquire proficiency in writing tasks. On completion of the writing tasks, speaking activities were arranged to provide students with opportunity to develop oral fluency.

In this session, the developmental process, intervention strategies and reflections on the changes in teachers' belief, pedagogical practice, collaborative and sharing culture, and student learning in terms of performance and attitude, will be discussed and analyzed for implications on curriculum development.

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. A project about tourists in Hong Kong, which was an extension of the existing Primary Four English language school-based curriculum, emerged.

Generic skills and language skills are the dual focuses of the project. The self-management skill of accomplishing project goals was the first task students worked on. The Primary Four students set out a time-frame for their learning and identified key persons responsible for each stage. With teachers' guidance on how to open, maintain and end conversation in English, students communicated effectively during interviews with speakers of English. Teachers' clear instructions on informational report writing facilitated students to produce simple informational reports with aims, procedures and results about the topic. Students finally presented their experience clearly and confidently in English. Focusing on both the process and product of the learning, students had opportunities to develop generic skills. They worked collaboratively with classmates to make sure every group member was involved. They also drew on their basic Mathematical skills to compile charts and graphs to present data, utilizing their IT skills at the same time. The majority of students reviewed that the project was a memorable learning experience because they were given ample opportunities to actually use English in and out of the classrooms. The experience boosted their confidence to use both written and spoken English to communicate. It also helped them understand more about Hong Kong's scenic spots and tourists.

The students' experience prompted the teachers to reflect on why and how project learning could facilitate English language learning. Teachers are of the opinion that clear instructions on generic skills and language skills required for different stages of the project are as important as providing students with authentic experience to apply the skills and language.

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. Implications on teaching and learning will also be discussed. In classroom implementation, teachers worked on increasing wait time, developing better questions, allocating time for oral feedback, and introducing opportunities for self-assessment of students.

Taking into consideration their students' needs and interests, teachers will illustrate how modules, units and tasks are used to organize learning, teaching and assessment in their school. Through the thematically linked modules, students are given tasks that form a sequence of learning activities incorporating an integrative use of the four language skills.

Bearing in mind the importance of developing students a conscious understanding of the language forms they are using while completing tasks, teachers provide ample opportunity for them to listen to, read and use language to master the language patterns and rules.

Homework is a useful tool in assessment for learning. Teachers analyzed students' homework performance for information to help them make informed decisions in planning. They provided students with appropriate and timely feedbacks, including encouraging remarks and verbal praise. They also solicited peer feedback and used it as an effective means to help students evaluate each others' work and reflect on own learning. Students' written work, classroom episodes and student interview will be shown to illustrate the impact of feedbacks on student learning.

This sharing session hopes to enable audience to reflect on the connection between curriculum and assessment; and to work on practical ways of implementing AfL in English language subject.

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?

The teachers of Tai Po Old Market Public School had an in-depth discussion on this issue. Before trying out the peer scaffolding strategy, they made an overall review of the students' basic reading skills such as predicting and locating specific information, as well as their previous experience in group activity. With the targets of developing students' cognitive and meta-cognitive reading skills in mind, the teachers made an attempt to explore the 'what' and 'how' to strengthen the students' reading ability and generate knowledge on using peer influence to enhance reading at the upper primary level. Students were expected to work in small groups and use the strategies of predicting, questioning and clarifying to make sense of a reading text. After an initial training on using these strategies, students in each group took turns to lead the discussion on a given reading text. The grouping was organized with students of mixed ability. On the one hand, the able student in the group played a role-model for the other group members and, on the other hand, the less able students could have the chance to exercise the targeted strategies with peer support. The activity was designed in such a way that everyone in the class was fully engaged in the activity interacting with one another. The process helped students develop their cognitive and meta-cognitive skills in learning. Student-student interaction was strengthened and everyone in the peer group was highly involved in predicting, questioning and clarifying the reading contents.

Ways to prepare the students for adopting the peer scaffolding strategy are crucial. In this session, the teachers will share their experience in conducting the strategy: anticipating students learning difficulties, teaching the necessary skills, giving demonstrations, organizing reading groups and administering the activity. Students' performance will be shown and discussed in details.

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.

Opportunities were provided to the P5 students of Oblate Fathers Primary School (PM) to experience pleasurable learning, exercise their imagination, stretch their potentials and develop their self-confidence in learning. During the learning process, students were stimulated to think and create. All students enjoyed the jazz chants and songs relating to the story. They learned to appreciate the rhythm and sound patterns of the language. Dramatizing was initially considered challenging for the students. However, when given the chance to plan and practice collaboratively in groups, the students made quite impressive performance and demonstrated their good grasp of the deep meaning of the story. An advanced activity was given to the able class—worked collaboratively in preparing a play script for acting out. Since the learning activities were designed and sequenced according to their level of difficulty, students' learning differences were catered for and their participation in the activities was increased. Evidence indicated that the students could express their feelings and thoughts in response to the events and characters of the story. Through the purposeful design of the learning activities, the students became the master of learning and the teachers played the role as facilitators.

In this sharing session, the teachers will explain the teaching and learning design in details. The impact of the learning activities on students with diverse abilities will be analyzed. The implication on school-based curriculum planning will also be discussed. Participants will be invited to take part in jazz chants, singing and dramatizing so as to experience how these activities derived from story reading help to develop students' multiple intelligences.

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?

You may have these intriguing questions in mind when you start to teach story writing in class. Story writing makes up an important part in both P.3 and P6 Territory-wide System Assessment. Students are expected to write stories, which are defined as narratives with problems and solutions. This is found to be demanding to most students. More than 30% of the P.3 students failed to give their stories a proper ending in the Territory-wide System Assessment (2006).

To tackle this issue, the teachers at Dr. Catherine F. Woo Memorial School (P.M.) adopted strategies at two levels: curriculum design and classroom teaching. Instead of rounding off modules with tasks provided by the textbook, teachers designed 4-picture stories closely connected with the modules. When writing the story, students practised the skills, as well as the vocabulary and language items learnt in the current and previous units.

At the classroom level, teachers used three to four lessons to teach story writing regularly. They used strategies like brainstorming, shared writing and story hand. In this session, practical issues like scheme of work, lesson allocation, catering for various abilities in class, marking and assessment will be discussed. The presentation will be illustrated by student works and lesson video.

M01 「比較」的密碼

佛教慈敬學校老師透過共同備課、觀課和與學生傾談，嘗試從學生的理解與誤解，「解讀」上述的疑惑，從而想出解決的方法。我們透過不斷鑽研、實施及檢討後，發現學生能從題意中判斷使用加法或減法，即使二年級的學生，也大部分能掌握這類應用題，情況有明顯的進步。我們希望透過是次分享會，與同工分享我們如何從解讀學生的學習困難，重新組織一至三年級的課程，以及作縱向性策略發展的經驗。

M02 從數學概念建立到表達

在發展三年級數學課程時，老師期望學生能表達及解釋四則的概念。她們以此為目標，在加、減、乘及除的教學上作了一些嘗試，鼓勵學生在課堂中解釋一些容易混淆的數學概念，例如在除法中，她們讓學生以簡圖、算式及文字解釋兩道近似題目的分別，當中一題是包含除法，而另一題是均分除法，學生互相討論後向全班口述解釋。

在嘗試的初期，學生的表現未如理想，在表達時未能清楚解釋簡圖或算式中各部分所代表的意義，也未能配合情景講解，所用的數學語言並不準確。此外，學生在表達時的信心不足，也未能專注聆聽同學的講解。然而，經歷一個學期的嘗試後，學生在各方面的表現均有進步。期間，老師不斷調整處理課堂的方式及反思自己的角色如何影響學生的表現，發覺學生需要在課堂中有更多機會進行講解，老師也要提供評估準則及適切的回饋，同時要鼓勵聆聽的同學向匯報的同學發問。

M03 從評估回歸到教學—第一學習階段的「度量」範疇

當老師閱讀數學科全港性系統評估的報告後，嘗試分析同學在數學科全港性系統評估的表現，發現同學在第一學習階段的「度量」範疇中，亦同樣出現上述的學習問題。為了了解同學的學習問題並作出跟進，老師首先詳細分析有關的題目，然後再參考課程指引及基本能力指標對度量教學和評估的要求，接著便決定在小二及小三兩個年級，對有關度量課題的教學及評估活動作出相應的改動。此外，目的是要增加同學對度量活動的實踐經驗，使他們能正確地使用量度工具及準確地閱讀量度工具上的刻度，從而幫助同學能適當地辨別各種量度單位，以至培養同學有關的度量感及估算能力，並務求使基本能力指標的要求能融入於日常的教學當中。

M04 從解難看學生學習

香港南區官立小學的數學教師與馬頭涌官立小學的借調教師共同為小四學生設計上學期校本解難能力訓練的教學活動，以配合正規課程在課堂內進行。她們利用了多元化的學習材料，包括開放性問題，激發學生思考。可是，有了周詳的計劃和完備的工作紙是否代表學生的解難能力便得以提升？兩者是否有必然關係？在課堂實踐過程中，她們嘗試透過小組及大課討論，引導學生認識各種解題策略，更要求學生利用有效的數學語言及數據，進行解釋或引證。在經歷一連串不同課題的實踐後，她們又有新的發現……

M05 校本課堂研究 — 建構分數乘法的概念 
 

上述兩道算式的答案相同，但在概念上有甚麼分別呢？老師如何協助學生聯繫概念和算式之間的關係呢？又如何令學生理解分數和分數相乘的概念呢？學生掌握有關概念與否將如何影響他們日後的學習？……中華基督教會基慧小學(馬灣)的教師就上述問題作了深入的討論，決定在分數乘法的學習單元中採用多元探究活動，引領學生討論及觀察其中的規律，從而建構分數乘法的概念，並且連繫概念和算式之間的關係。

此外，老師還選擇了其中兩節課進行課堂研究，在每次同儕觀課後即時進行課堂分析，討論改善方法，然後由另一位老師對另一班學生施教，直至所有老師完成整個程序。透過這次活動，老師不但能更有效地分析教學成效，而且對學生的思維方法有更深刻的體會，也對數學科縱向課程發展有新的領悟。

M06 容易掌握的「周界」？

學生在學習「正方形」及「長方形」的周界時，若只著重背誦公式計算，就較容易忘記或背錯。在解難方面，大部分的應用題都給予了邊長的資料，然後著學生計算周界，題目較為簡單；另一些應用題則給予周界的資料，然後要求學生計算邊長，題型缺乏變化，難以提升學生的解難能力。另一方面，當學生已學習「周界」與「面積」這兩個課題後，他們又會容易混淆兩者的概念。

如何加強學生對概念的理解及提升他們的解難能力？如何讓學生分辨「周界」與「面積」？聖公會青衣主恩小學老師在反析過往學生的學習困難後，認同需更關注學生的學習過程與認知發展。他們透過共同備課，一起設計多元化的學習活動（探究正方形及長方形的周界、開放式問題、解難活動、專題研習等），加強學生對概念的理解及提升他們的解難能力，同時亦希望透過專題研習，讓學生自主地探索及思考一些新的問題，從而拓寬學生的思考空間，加深學生認識「四邊形」的特性及「周界」的概念。

M07 運用數學問題引發學生思考

三位來自不同學校的老師認為善用數學課堂中的疑難與互動等教學元素能提升學生的思考能力，但有關的技巧並不能單從認知層面理解，要成為有效的學習促進者，需要不斷的實踐和反思，當中如何提問及回應學生是十分重要的。

老師以此為互相觀課的目標，共同分析課堂，探究學生的表現和自己引導學生思考的方式有甚麼關係，又藉著分享心得，使彼此的教學效能得以提升，並期望能協助校內其他同工嘗試這種教學方式。

透過這次研習，老師期望能開放課堂的思考空間，讓學生能從多角度思考問題，並能回應其他同學的想法，以及判斷不同想法的優劣。

M08 從分數除法的理解到應用

為了讓同學有興趣及更能了解分數除法的意義，老師參考了不同的教學方法而設計了不同的教學活動，鼓勵同學自行探究及解釋分數除法的意義，希望他們不會只認識「顚倒相乘」的法則而已；老師也嘗試把分數乘法和分數除法的教學方法一併設計，以幫助同學認識及分辨兩者間的關係。學生在整個學習過程中會利用了圖像解說、小組討論及滙報，藉以建構有關的數學概念以至解題策略。此外，老師亦趁著這個機會，進行了互相觀課，以交流教學心得和了解學生的學習過程，希望藉此能儘快幫助同學解決有關的學習問題，使學與教能同時受惠。

M09 校本數學課程的發展

因此，去年七月，教師們分別就學生的知識、技能及態度三方面作出評估，並以問卷蒐集家長意見，檢視及反思施行情況，以求改善學生學習。她們又進行同儕觀課，更邀請同事課後檢討和交流，進一步完善校本數學課程。在整理和分析問卷、審視學生表現後，她們對學生學習的了解加深了，從而反思在引導學生思考時需關注的事項。其後，她們不但在學校科務會議中分享經驗，而且就校本課程發展的方向及施行要點提出建議，以協助各級推行解難訓練。究竟數學科解難能力訓練在這半年來施行的進展情況如何？教師如何評估校本解難能力訓練的成效？在發展學生解難能力方面又有何心得......本年度，小六的數學科教師利用去年的評估結果，為新學年的教學作出調適，又在一些特定課題進行研討和實踐。學生的表現如何？她們想藉這次分享會與老師們交流經驗。

M10 校本課堂研究 — 分數的基本概念

中華基督教會基真小學的老師，在一次課堂研究活動中深深體會到上述道理。她們選取了小三分數作為是次課堂研究的課題，首先就學生學習的情況作深入的討論，共同設計教案，然後安排同儕觀課，在課後檢討中討論改善方法，再由第二位老師對另一班學生施教，直至所有老師完成教學。透過這次活動，老師不但在學生學習分數的問題上有著重要的發現，而且對學生在課堂上的反應作了深入的反思，從而改變了她們多年以來對學與教的信念。

M11 學生處理文字題的奧秘

在數學科，「讓學生自擬應用題」是一個老師常用來幫助學生學習數學概念的教學策略，在不同學校的數學科網頁都可以看見不少的學生佳作。不過，祇是讓學生自擬數學文字題便能夠幫助學生把數學學好嗎？

天主教石鐘山紀念小學的老師相信讓同學自擬數學科應用題，除了能幫助學生主動地把學到的數學概念重組和鞏固外，老師亦可以透過檢視學生自擬數學科應用題的過程及成果，加深了解學生的學習情況。他們在三年級的不同課題作出嘗試，把「讓學生自擬應用題」作為了解學生學習的工具去彌補課堂上的不足，並在課堂上讓學生通過與其他同學一起討論，解決學習的盲點。在本分享會中，我們會一起檢視學生概念重組的過程和在學習過程中遇到的困難，並分享老師們在推行「讓學生自擬應用題」的反思。

GS01 結合知識和技能的科學課程

香港浸信會聯會小學的老師在分析『生物與環境』這個單元時，發現課本的教學重點在於個別資料的掌握，卻少有培養學生的相關學習技能。經過深入的討論，老師認為教學不單是促進學生從資料到概念的轉化，也同時需要建立與此課題相關的觀察能力，讓學生的知識和能力能更有效地結合起來。老師細心籌劃這個課程，選取特定的動植物作為有趣的素材，讓學生透過細心的觀察，了解這些生物及其身處環境。

透過發展是次課程的經驗，老師體驗到科學學習活動的多元性；科學活動並不僅限於驗證性的實驗，最重要的是能引導學生探索這個奇妙的自然世界。

GS02 善用社區資源進行全方位學習活動

「環保計劃書」
環境污染不單是課本內的題目，也是香港以至整個世界面對的重大挑戰，學生需要的不單是課本上的知識，也需要親身體會環境污染的情況和身體力行的參與。

天水圍循理衞理小學的老師在六年級空氣、水質、垃圾和噪音各課題中加入小實驗，讓學生測量各種污染對生活的影響，從而建立學生對污染的基本認識。為了加深同學了解各種污染在天水圍社區的具體情況，老師帶領同學到學校附近的特定地點進行相關的考察，有系統地記錄搜集所得的數據，讓學生比較不同地點的污染程度，進而提交建基於數據的建議書。這個學習過程令課本中概括的知識能活用在身處的社區中，使學生的學習更具體，從而增進學生對社區內污染問題的了解和關注。

「飛越元朗古與今」
在教授「香港今昔」及「香港古蹟」等課題時，老師可有留意我們身邊的一草一木隨時可以變身成為寶貴的教材？鐘聲學校的老師在小四年級教授有關課題時，善用了學校附近的大王古廟、源押及屏山文物徑等古蹟作為教材，令學生有機會到古蹟進行實地考察之餘，亦同時發展學生以「六何法」及「比較法」整理有關古蹟資料的能力，及對古物進行探索的好奇心。

GS03 常識科的縱向發展

講者從課程組織、單元的舖排和連繫、共通能力的發展等方面探討如何逐步落實常識科縱向發展，並探討在計劃及實踐過程中遇到的困難。此外，我們在實踐中部署了持續發展的策略，包括在各年級留守經驗老師和加添新老師的雙管策略，使課程發展的經驗得以延續和改善，使學生學習有更理想的成效。通過是次分享會，我們期望與會者能夠參考我們的經驗，按學校的條件，規劃出具校本特色的常識科校本課程。

GS04 小腳板闖神州

循道學校
循道學校於2006年12月為上、下午校共四班的小五學生舉辦了「我是中國人 ─ 東莞學習交流日」跨境學習活動，活動內容包括參觀位於虎門的鴉片戰爭博物館及與東莞某小學的學生一同上課及交流。在這次學習經歷中，學生對祖國現況的了解、對鴉片戰爭的認識及對自己作為中國人的認同感都有所提升，令國民教育中「知、情、行」的三個元素得以相互配合與緊扣。

中華基督教會灣仔堂基道學校(九龍城)
參考了其他學校的經驗，中華基督教會灣仔堂基道學校(九龍城)的教師為五年級的學生及家長安排了自願參與的跨境學習活動，讓學生參觀虎門的鴉片戰爭博物館、威遠炮台和海戰博物館，讓學生從具體場景中學會多觀察，多發問，了解與鴉片戰爭的相關歷史之餘，也體會到保護文物的重要性。

GS05 專題研習成長篇

聖公會九龍灣基樂學校自去年開始於小一至小六各級推行以常識科作主導的專題研習，各級老師於上或下學期分別於常識科的單元中為學生選定研習主題，學生則按老師提供的研習指引進行探究學習。總結過去一年的經驗，老師們發現學生和自己都對專題研習有了不同的認識。作為推行專題研習的「新丁」，他們會與大家分享在安排各級專題研習的考慮、各級能力課的編排及小一至小六級縱向發展的部署。

GS06 常識科單元層層疊

老師先從知識、技能、態度三方面考慮各個單元的目標，然後構思相關的學習活動及學生課業。日常課堂鼓勵學生多思考，多表達看法和意見，多參與小組活動，逐步發展和提升學生的思考技能、研習能力和溝通能力。評估方面，紙筆測考設有分類、比較異同、擬定問題、資料找重點等題型，藉此檢視學生思考技能和研習能力的發展情況。此外，通過課業、專題研習作品，評核學生在上述各方面的表現。

學校在本年度三年級也進行共同備課，目的是鞏固和延續學生的學習成果，初步開展課程的縱向規劃。

GS07 中常協奏曲
 

隨著現代知識系統不斷膨脹，課程設計的重點在於協助學習者從知識架構中，體會其基本的組織原則和概念，建立學科知識之間的關聯。是次經驗以小四常識科「奇妙的身體」、「大地寶庫」、「香港今昔」及「資訊年代」四個單元作框架，嘗試以不同的結合點連繫中常兩科的課程，中文科著重發展與提升學生的說明能力，常識科則以生活與經驗作學習的主題，透過兩科有機的結合，配合生活化的教材，真實情境的學習及實踐，令知識能轉移到生活的技巧上，把學習與生活連成一體。