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教學協作新文化研討會

Conference on Collaborative Culture in Teaching and Learning

演講內容 Presentation Content

Abstract

聚老師的動力,推動學校不斷向前邁進,自我完善。

訓家長參與學校專業教學,家長資源得到盡量發揮的機會,此模式已發展到由純 "勞力”的參與過渡到 "腦力" 的發揮,是家校合作的一個新里程。

observe classroom teaching for a full unit, not to mention a rewind of procedures for gradation and evaluation. This was the experience worked out with a group of 30 S4 students in Yu Kan Hing Secondary School over the X’mas “holiday”2001. Over a period of ( 3 hrs. x 6 ) some 40 teachers saw 2 units of teaching coupled with a crash course on using IPA chart to enhance dictionary reference skills. Each 3 hr. meeting was immediately followed by a 2-hr. evaluation and staff development discussion in the presence of qualitative researcher(s). The experience was rated

一辦學團體,辦學理念一致,為學生提共更有系統及連貫性的學習經歷。

2.

資源活用

兩校位置相近,對學校設施互用方面提供充足靈活性。

3.

課程銜接

在充足的時間下,中、小學分階段為學生提供適切的課程,更能有效地照顧學生的個別差異。如對個別資優同學提供躍進課程,縮短學習年期,提早升讀中學等。

用資訊科技進行教學,所以必須有較長的課節時間才能充份地運用資訊科技於教學上。較長的授課時 (每節75分鐘)亦有利進行「協作教學」及「協同學習」的計劃,最後亦有助推行以學生為本的選科計劃。

年華)校內校外雙贏局;

2.

友校到訪了;

3.

全方位創意隨時隨地任何人;

4.

「搬校」無限 / Fun

技、生活教育、閱讀風氣及提高學生創意思維能力五項與大家分享實踐經驗。

透過「課業研究」改善教學,目的是徹底地教好一課書,並分享研究課的過程、教師的專業成長及學生的學習成果。

:   *演講環節的參考資料(包括載有演講內容的光碟)已存放在優質教育基金資源中心

     (地址:香港灣仔皇后大道東183號合和中心363602)

Note: *The presentation materials(and some are saved in the CD ROMs) are available at the QEF Resource Centre

     (Address: Room 3602, 36/F., Hopewell Centre, 183 Queen’s Road East, Wanchai, HK.).

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