「以行求知之旅--从学生学习出发」- 内容简介

据本节讲者在不同的备课会和研讨会观察所得，「行动」不光是指教学「活动」，更包括教师对一些教学现象和实践的讨论和反思。为了加深了解，教师乐意从课堂的教学实践中搜集证据，作为反思的依据。由于搜集证据和讨论都在真切的情境下发生，很多时候都会出现一些意想不到、不能控制的情况。这正好冲击教师原先的教学理念及构想，驱使大家重新思考，跟进改善。在讨论的过程中，大家都持开放的态度，把一些丰富但隐藏了的经验说出来。这种共同反思所产生的能量，正是改善教学和建构教学知识的泉源。

C01 驰骋书世界

学生在课堂上通过参与不同类型的学习活动，学会运用相关的阅读策略，包括预测、故事文法、图示等方法去理解情节内容。此外，学生亦通过小组讨论和撰写阅读札记积极表达对作品的意见，并连系个人生活经验作出反思。根据教师观察及学生习作显示，学生在图书教学的单元学习表现主动和投入，课堂气氛良好。

教师在本节将与你分享他们的设计理念、教学经历和反思。

C02 新课程．旧课程．校本课程

这所协作学校的小四教师已在去年因应自己学生学习的需要，审视教科书的适用性，利用本组的校本支援及协作服务，开展校本的单元设计。她们会以贯通去年校本设计的小四下学期的「心情描写」单元与今年新课程下的小五「心理描写」的单元为例，分享她们如何将新旧课程融合于校本课程的经验、实践及困难。

C03 古典文学散步
 

新修订小学中国语文学习领域课程，强调培养学生对中国文学学习的兴趣和能力。由于古典文学世界与现实生活有别，作品的内容及文字亦有其艰深的一面，要吸引学生阅读，实非易事。

两间学校教师在设计高小中文课程时，针对教材的性质及教学目标，各自设计配合学生能力的不同课业和活动。在处理简易古文和古诗欣赏时，教师为消除学生害怕阅读古文字的心理，特别选教学生有前备经验的教材及提供相关的阅读策略，让他们冲破文字的障碍，通过合作学习自行理解篇章，取得学习成功感。在学习较长篇的古典小说及民间故事时，教师则选取具趣味性的篇章，吸引学生作深度阅读，并让学生通过自拟问题及戏剧表演，呈现他们对作品内容的理解，尝试表达对作品的意见。

教师在教学过程中，发现除了清晰的指示及提供学习策略外，为学生设定合理的期望，提供空间让学生放胆尝试和表达意见，是带领学生进入古典文学花园的重要条件。

C04 「聆」机一触 — 运用聆听策略提升聆听能力的尝试

为了上述原因，以及配合中文新课程指引及全港性系统评估，黄埔宣道小学的老师分别在一、四和五年级尝试引进聆听策略，希望能提升学生的聆听能力，均衡发展语文能力。策略方面，我们曾经尝试教授边听边记重点（教导学生运用文字、图画和符号把听到的内容重点记下）、边听边想像（教导学生将听到的内容在脑海化成图像）、边听边思辨（以边听边记重点为基础，分辨内容特点）等策略；教学形式方面，小一是运用系统教学的模式，以独立的聆听教学材料教授；小四及小五则运用原本的阅读教材进行聆听策略教学，一材多用。

观乎学生的课堂表现，大部分学生能掌握有关策略；我们也曾访问数名学生，他们也认为有关策略对他们的学习有帮助，只是平日运用的机会不多。另一方面，几位教师指出能认识到教授聆听的不同方法，认为这些策略对学生将来升学及就业均是终身受用的，只是自己要提高意识，在课堂多营造机会让学生运用有关策略，以内化成为能力。

C05 小学也教小说？
 

小学生从小说中学什么？
小说一定有主题，也有情节和人物。教师选作教材的小说，主题大多蕴含一些正面的价值，情节则包括「起、承、转、合」。通过对小说情节的理解和主题的探究，能够令学生有所感悟，从而在品德情意上产生变化，达到教化的目的。这正是梁启超先生所言的「熏 」、「浸」、「刺」、「提」四力。注1 此外，学生还可以从小说中学习描写人物的手法，包括肖像描写、言语描写和行动描写。

老师怎样教小说？
一般常用的语文教学策略，例如阅读、提问、讨论、角色扮演、撰写读后感等，在小说教学中都可以用得着，关键是提问的层次和引导的技巧。我们的做法是把小说分成小章节，然后按三个层次设计问题，包括：1.事实层面(文本的表层意义)；2.理解层面(从事实加以分析或推断的意义)；3.价值评估层面(读者对文本的评价)。学生在上课前必须先阅读有关的小说，并自行写下阅读笔记及自拟一些问题。在课堂内，学生通过互相提问、讨论、角色扮演、图画制作及完成教师设计的工作纸等活动去达成学习目的。

课堂教小说有何成效？
我们发现学生对小说教学的反应十分正面，他们对阅读小说产生浓厚兴趣，而且能在阅读过程中运用一些阅读策略去扫除阅读障碍。学生又特别喜欢角色扮演，对小说人物产生强烈的代入感。然而，我们亦发觉学生对文本的掌握仍然局限于内容的理解，对文字的象征和意境敏感度较低，需要老师引导。

对老师来说，大家初时对引进小说教学产生一种陌生的感觉，需要时间去适应。为了有效落实计划，老师们都要多读有关文学的书籍及互相交流，从而加强对文学的认识及提升对文学的评鉴能力。通过了实践，老师对学生的阅读能力更有信心，大家都感受到学生喜爱阅读，因而更积极为学生开拓不同类别的阅读。

注1. 夏志清先生认为，梁启超用了四个比喻来说明小说的力量：一为「熏 」，小说在读者四周散布烟雾，使他的五官和判断能力都受影响；二为「浸」，读者浸在故事的情景和问题中，读后数日或数周尚不能免于忧愁、愤怒或别的感触；三为「刺」，读者被故事中大力描写的情景刺激得异常兴奋；四为「提」，小说能把读者提升至书中主人翁的层次，或促使其模仿之。

C06 观课、备课新体验

这所协作学校的中文科老师尝试用一个崭新的角度进行观课，引进一个配合今年科本发展的焦点：写作的共同备课及观课，以与其他的观课目的区分。而这次的观课以了解学生从阅读分析 (以单元设计的手段编置教学及利用概念图作学习策略) 过渡到写作的过程(由片段到整篇)为目的，继而为共同备课订定更切合学生需要(层阶图)的学与教环节。是次研讨会以小五学生掌握说明性文章的学习过程及难点(配合说明性文章中心思想强调游说之重点作深入分析)为例，分享老师这个观课及备课的新体验及专业反思。

C07 写我情「真」、写我情「深」

两所协作学校将系统评估中学生的弱项作为共同备课的主题，他们通过本环节分享当中的一些尝试：发展小三及小六学生的写作能力，包括订立明确的中心思想或主旨，在记述自己生活小事中加强细致的情节描写，改善以往「流水账」式记事表现；以及帮助学生利用三种心理描写的技巧，紧扣主题重心，抒发在一件小事中的个人深层感受、真摰的情感及反思，以达致「小事见真情」的深层写作表现。此外，教师更会展示他们如何设计这些读写结合的学习材料，如何配合单元教学的原则去组织课堂活动，以及课堂实践中的经验及反思。

C08 阅读两生花—从阅读策略看阅读能力的培养

• 如何以阅读策略组织单元教学？
• 教师如何在课堂上支援学生掌握阅读策略？
• 教师在实践中面对什么挑战和有什么反思？

保良局锦泰小学
由于四年级学生由第一个学习阶段过渡至第二学阶段时，在阅读理解中的组织和综合能力的表现较弱，因此教师在单元教学中设计了不同的学习活动，协助学生掌握如何处理讯息的阅读策略，包括「删除」、「概括」和「建构」，从而使学生在阅读文章时，能准确地找出重要的讯息，并把讯息撮写，提升阅读果效。

圣爱德华天主教小学
教师为了有效提升学生在阅读记叙性质篇章的能力，尝试以阅读历程为组织重心，设计了一个五年级校本课程，引导学生运用阅读策略，包括提高理解监控、词义推断、概括讯息、确定重要讯息、以及记叙性质文章的阅读策略，指导学生运用策略同时，经历各项的阅读过程，以帮助学生学会阅读。

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 「比较」的密码

佛教慈敬学校老师透过共同备课、观课和与学生倾谈，尝试从学生的理解与误解，「解读」上述的疑惑，从而想出解决的方法。我们透过不断钻研、实施及检讨后，发现学生能从题意中判断使用加法或减法，即使二年级的学生，也大部分能掌握这类应用题，情况有明显的进步。我们希望透过是次分享会，与同工分享我们如何从解读学生的学习困难，重新组织一至三年级的课程，以及作纵向性策略发展的经验。

M02 从数学概念建立到表达

在发展三年级数学课程时，老师期望学生能表达及解释四则的概念。她们以此为目标，在加、减、乘及除的教学上作了一些尝试，鼓励学生在课堂中解释一些容易混淆的数学概念，例如在除法中，她们让学生以简图、算式及文字解释两道近似题目的分别，当中一题是包含除法，而另一题是均分除法，学生互相讨论后向全班口述解释。

在尝试的初期，学生的表现未如理想，在表达时未能清楚解释简图或算式中各部分所代表的意义，也未能配合情景讲解，所用的数学语言并不准确。此外，学生在表达时的信心不足，也未能专注聆听同学的讲解。然而，经历一个学期的尝试后，学生在各方面的表现均有进步。期间，老师不断调整处理课堂的方式及反思自己的角色如何影响学生的表现，发觉学生需要在课堂中有更多机会进行讲解，老师也要提供评估准则及适切的回馈，同时要鼓励聆听的同学向汇报的同学发问。

M03 从评估回归到教学—第一学习阶段的「度量」范畴

当老师阅读数学科全港性系统评估的报告后，尝试分析同学在数学科全港性系统评估的表现，发现同学在第一学习阶段的「度量」范畴中，亦同样出现上述的学习问题。为了了解同学的学习问题并作出跟进，老师首先详细分析有关的题目，然后再参考课程指引及基本能力指标对度量教学和评估的要求，接着便决定在小二及小三两个年级，对有关度量课题的教学及评估活动作出相应的改动。此外，目的是要增加同学对度量活动的实践经验，使他们能正确地使用量度工具及准确地阅读量度工具上的刻度，从而帮助同学能适当地辨别各种量度单位，以至培养同学有关的度量感及估算能力，并务求使基本能力指标的要求能融入于日常的教学当中。

M04 从解难看学生学习

香港南区官立小学的数学教师与马头涌官立小学的借调教师共同为小四学生设计上学期校本解难能力训练的教学活动，以配合正规课程在课堂内进行。她们利用了多元化的学习材料，包括开放性问题，激发学生思考。可是，有了周详的计划和完备的工作纸是否代表学生的解难能力便得以提升？两者是否有必然关系？在课堂实践过程中，她们尝试透过小组及大课讨论，引导学生认识各种解题策略，更要求学生利用有效的数学语言及数据，进行解释或引证。在经历一连串不同课题的实践后，她们又有新的发现……

M05 校本课堂研究 — 建构分数乘法的概念 
 

上述两道算式的答案相同，但在概念上有什么分别呢？老师如何协助学生联系概念和算式之间的关系呢？又如何令学生理解分数和分数相乘的概念呢？学生掌握有关概念与否将如何影响他们日后的学习？……中华基督教会基慧小学(马湾)的教师就上述问题作了深入的讨论，决定在分数乘法的学习单元中采用多元探究活动，引领学生讨论及观察其中的规律，从而建构分数乘法的概念，并且连系概念和算式之间的关系。

此外，老师还选择了其中两节课进行课堂研究，在每次同侪观课后即时进行课堂分析，讨论改善方法，然后由另一位老师对另一班学生施教，直至所有老师完成整个程序。透过这次活动，老师不但能更有效地分析教学成效，而且对学生的思维方法有更深刻的体会，也对数学科纵向课程发展有新的领悟。

M06 容易掌握的「周界」？

学生在学习「正方形」及「长方形」的周界时，若只着重背诵公式计算，就较容易忘记或背错。在解难方面，大部分的应用题都给予了边长的资料，然后着学生计算周界，题目较为简单；另一些应用题则给予周界的资料，然后要求学生计算边长，题型缺乏变化，难以提升学生的解难能力。另一方面，当学生已学习「周界」与「面积」这两个课题后，他们又会容易混淆两者的概念。

如何加强学生对概念的理解及提升他们的解难能力？如何让学生分辨「周界」与「面积」？圣公会青衣主恩小学老师在反析过往学生的学习困难后，认同需更关注学生的学习过程与认知发展。他们透过共同备课，一起设计多元化的学习活动（探究正方形及长方形的周界、开放式问题、解难活动、专题研习等），加强学生对概念的理解及提升他们的解难能力，同时亦希望透过专题研习，让学生自主地探索及思考一些新的问题，从而拓宽学生的思考空间，加深学生认识「四边形」的特性及「周界」的概念。

M07 运用数学问题引发学生思考

三位来自不同学校的老师认为善用数学课堂中的疑难与互动等教学元素能提升学生的思考能力，但有关的技巧并不能单从认知层面理解，要成为有效的学习促进者，需要不断的实践和反思，当中如何提问及回应学生是十分重要的。

老师以此为互相观课的目标，共同分析课堂，探究学生的表现和自己引导学生思考的方式有什么关系，又藉着分享心得，使彼此的教学效能得以提升，并期望能协助校内其他同工尝试这种教学方式。

透过这次研习，老师期望能开放课堂的思考空间，让学生能从多角度思考问题，并能回应其他同学的想法，以及判断不同想法的优劣。

M08 从分数除法的理解到应用

为了让同学有兴趣及更能了解分数除法的意义，老师参考了不同的教学方法而设计了不同的教学活动，鼓励同学自行探究及解释分数除法的意义，希望他们不会只认识「顚倒相乘」的法则而已；老师也尝试把分数乘法和分数除法的教学方法一并设计，以帮助同学认识及分辨两者间的关系。学生在整个学习过程中会利用了图像解说、小组讨论及滙报，藉以建构有关的数学概念以至解题策略。此外，老师亦趁着这个机会，进行了互相观课，以交流教学心得和了解学生的学习过程，希望藉此能尽快帮助同学解决有关的学习问题，使学与教能同时受惠。

M09 校本数学课程的发展

因此，去年七月，教师们分别就学生的知识、技能及态度三方面作出评估，并以问卷搜集家长意见，检视及反思施行情况，以求改善学生学习。她们又进行同侪观课，更邀请同事课后检讨和交流，进一步完善校本数学课程。在整理和分析问卷、审视学生表现后，她们对学生学习的了解加深了，从而反思在引导学生思考时需关注的事项。其后，她们不但在学校科务会议中分享经验，而且就校本课程发展的方向及施行要点提出建议，以协助各级推行解难训练。究竟数学科解难能力训练在这半年来施行的进展情况如何？教师如何评估校本解难能力训练的成效？在发展学生解难能力方面又有何心得......本年度，小六的数学科教师利用去年的评估结果，为新学年的教学作出调适，又在一些特定课题进行研讨和实践。学生的表现如何？她们想藉这次分享会与老师们交流经验。

M10 校本课堂研究 — 分数的基本概念

中华基督教会基真小学的老师，在一次课堂研究活动中深深体会到上述道理。她们选取了小三分数作为是次课堂研究的课题，首先就学生学习的情况作深入的讨论，共同设计教案，然后安排同侪观课，在课后检讨中讨论改善方法，再由第二位老师对另一班学生施教，直至所有老师完成教学。透过这次活动，老师不但在学生学习分数的问题上有着重要的发现，而且对学生在课堂上的反应作了深入的反思，从而改变了她们多年以来对学与教的信念。

M11 学生处理文字题的奥秘

在数学科，「让学生自拟应用题」是一个老师常用来帮助学生学习数学概念的教学策略，在不同学校的数学科网页都可以看见不少的学生佳作。不过，只是让学生自拟数学文字题便能够帮助学生把数学学好吗？

天主教石钟山纪念小学的老师相信让同学自拟数学科应用题，除了能帮助学生主动地把学到的数学概念重组和巩固外，老师亦可以透过检视学生自拟数学科应用题的过程及成果，加深了解学生的学习情况。他们在三年级的不同课题作出尝试，把「让学生自拟应用题」作为了解学生学习的工具去弥补课堂上的不足，并在课堂上让学生通过与其他同学一起讨论，解决学习的盲点。在本分享会中，我们会一起检视学生概念重组的过程和在学习过程中遇到的困难，并分享老师们在推行「让学生自拟应用题」的反思。

GS01 结合知识和技能的科学课程

香港浸信会联会小学的老师在分析『生物与环境』这个单元时，发现课本的教学重点在于个别资料的掌握，却少有培养学生的相关学习技能。经过深入的讨论，老师认为教学不单是促进学生从资料到概念的转化，也同时需要建立与此课题相关的观察能力，让学生的知识和能力能更有效地结合起来。老师细心筹划这个课程，选取特定的动植物作为有趣的素材，让学生透过细心的观察，了解这些生物及其身处环境。

透过发展是次课程的经验，老师体验到科学学习活动的多元性；科学活动并不仅限于验证性的实验，最重要的是能引导学生探索这个奇妙的自然世界。

GS02 善用社区资源进行全方位学习活动

「环保计划书」
环境污染不单是课本内的题目，也是香港以至整个世界面对的重大挑战，学生需要的不单是课本上的知识，也需要亲身体会环境污染的情况和身体力行的参与。

天水围循理卫理小学的老师在六年级空气、水质、垃圾和噪音各课题中加入小实验，让学生测量各种污染对生活的影响，从而建立学生对污染的基本认识。为了加深同学了解各种污染在天水围社区的具体情况，老师带领同学到学校附近的特定地点进行相关的考察，有系统地记录搜集所得的数据，让学生比较不同地点的污染程度，进而提交建基于数据的建议书。这个学习过程令课本中概括的知识能活用在身处的社区中，使学生的学习更具体，从而增进学生对社区内污染问题的了解和关注。

「飞越元朗古与今」
在教授「香港今昔」及「香港古迹」等课题时，老师可有留意我们身边的一草一木随时可以变身成为宝贵的教材？钟声学校的老师在小四年级教授有关课题时，善用了学校附近的大王古庙、源押及屏山文物径等古迹作为教材，令学生有机会到古迹进行实地考察之余，亦同时发展学生以「六何法」及「比较法」整理有关古迹资料的能力，及对古物进行探索的好奇心。

GS03 常识科的纵向发展

讲者从课程组织、单元的铺排和连系、共通能力的发展等方面探讨如何逐步落实常识科纵向发展，并探讨在计划及实践过程中遇到的困难。此外，我们在实践中部署了持续发展的策略，包括在各年级留守经验老师和加添新老师的双管策略，使课程发展的经验得以延续和改善，使学生学习有更理想的成效。通过是次分享会，我们期望与会者能够参考我们的经验，按学校的条件，规划出具校本特色的常识科校本课程。

GS04 小脚板闯神州

循道学校
循道学校于2006年12月为上、下午校共四班的小五学生举办了「我是中国人 ─ 东莞学习交流日」跨境学习活动，活动内容包括参观位于虎门的鸦片战争博物馆及与东莞某小学的学生一同上课及交流。在这次学习经历中，学生对祖国现况的了解、对鸦片战争的认识及对自己作为中国人的认同感都有所提升，令国民教育中「知、情、行」的三个元素得以相互配合与紧扣。

中华基督教会湾仔堂基道学校(九龙城)
参考了其他学校的经验，中华基督教会湾仔堂基道学校(九龙城)的教师为五年级的学生及家长安排了自愿参与的跨境学习活动，让学生参观虎门的鸦片战争博物馆、威远炮台和海战博物馆，让学生从具体场景中学会多观察，多发问，了解与鸦片战争的相关历史之余，也体会到保护文物的重要性。

GS05 专题研习成长篇

圣公会九龙湾基乐学校自去年开始于小一至小六各级推行以常识科作主导的专题研习，各级老师于上或下学期分别于常识科的单元中为学生选定研习主题，学生则按老师提供的研习指引进行探究学习。总结过去一年的经验，老师们发现学生和自己都对专题研习有了不同的认识。作为推行专题研习的「新丁」，他们会与大家分享在安排各级专题研习的考虑、各级能力课的编排及小一至小六级纵向发展的部署。

GS06 常识科单元层层叠

老师先从知识、技能、态度三方面考虑各个单元的目标，然后构思相关的学习活动及学生课业。日常课堂鼓励学生多思考，多表达看法和意见，多参与小组活动，逐步发展和提升学生的思考技能、研习能力和沟通能力。评估方面，纸笔测考设有分类、比较异同、拟定问题、资料找重点等题型，藉此检视学生思考技能和研习能力的发展情况。此外，通过课业、专题研习作品，评核学生在上述各方面的表现。

学校在本年度三年级也进行共同备课，目的是巩固和延续学生的学习成果，初步开展课程的纵向规划。

GS07 中常协奏曲
 

随着现代知识系统不断膨胀，课程设计的重点在于协助学习者从知识架构中，体会其基本的组织原则和概念，建立学科知识之间的关联。是次经验以小四常识科「奇妙的身体」、「大地宝库」、「香港今昔」及「资讯年代」四个单元作框架，尝试以不同的结合点连系中常两科的课程，中文科着重发展与提升学生的说明能力，常识科则以生活与经验作学习的主题，透过两科有机的结合，配合生活化的教材，真实情境的学习及实践，令知识能转移到生活的技巧上，把学习与生活连成一体。