tag:blogger.com,1999:blog-17319020996678901892024-02-08T06:44:43.308+08:00月鈴的講台月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.comBlogger238125tag:blogger.com,1999:blog-1731902099667890189.post-76545024147709298312023-09-13T10:41:00.005+08:002023-09-13T10:41:54.958+08:002023初秋東京行<iframe src="https://www.google.com/maps/d/u/0/embed?mid=177py4ebTPSuuz0gagfi5b3rX9MTTi7k&ehbc=2E312F" width="640" height="480"></iframe>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-9843655674136074132023-03-30T20:44:00.001+08:002023-03-30T21:13:42.545+08:00我也會寫程式了---叫CHATGPT寫計算機<p> </p>
<html>
<head><style>
<table class="cal">
border-collapse: collapse;
width: 300px;
margin: auto;
font-size: 20px;
font-weight: bold;
}
td {
border: 1px solid black;
padding: 10px;
text-align: center;
}
.cal input[type="text"]
width: 100%;
height: 50px;
font-size: 24px;
text-align: right;
border: none;
background-color: blue; /* 更改數字框顏色為藍色 */
color: white; /* 文字顏色為白色 */
}
input[type="button"] {
width: 100%;
height: 50px;
font-size: 24px;
border: none;
background-color: #F2F2F2;
cursor: pointer;
}
input[type="button"].operator {
background-color:white; /* 更改運算符號顏色為白色 */
color: RED; /* 文字顏色為紅色 */
}
input[type="button"]:hover {
background-color: #E6E6E6;
}
</style>
<title>Calculator</title>
</head>
<body>
<table>
<tr>
<td colspan="4"><input id="result" name="result" type="text" /></td>
</tr>
<tr>
<td><input onclick="addNumber('1')" type="button" value="1" /></td>
<td><input onclick="addNumber('2')" type="button" value="2" /></td>
<td><input onclick="addNumber('3')" type="button" value="3" /></td>
<td><input onclick="addOperator('+')" type="button" value="+" /></td>
</tr>
<tr>
<td><input onclick="addNumber('4')" type="button" value="4" /></td>
<td><input onclick="addNumber('5')" type="button" value="5" /></td>
<td><input onclick="addNumber('6')" type="button" value="6" /></td>
<td><input onclick="addOperator('-')" type="button" value="-" /></td>
</tr>
<tr>
<td><input onclick="addNumber('7')" type="button" value="7" /></td>
<td><input onclick="addNumber('8')" type="button" value="8" /></td>
<td><input onclick="addNumber('9')" type="button" value="9" /></td>
<td><input onclick="addOperator('*')" type="button" value="*" /></td>
</tr>
<tr>
<td><input onclick="clearResult()" type="button" value="C" /></td>
<td><input onclick="addNumber('0')" type="button" value="0" /></td>
<td><input onclick="calculate()" type="button" value="=" /></td>
<td><input onclick="addOperator('/')" type="button" value="/" /></td>
</tr>
</table>
<script>
function addNumber(num) {
document.getElementById("result").value += num;
}
function addOperator(operator) {
document.getElementById("result").value += operator;
}
function clearResult() {
document.getElementById("result").value = "";
}
function calculate() {
var result = eval(document.getElementById("result").value);
document.getElementById("result").value = result;
}
</script>
</body><script>
let num1 = '';
let num2 = '';
let operator = '';
let result = '';
function addNumber(num) {
if (operator === '') {
num1 += num;
document.getElementById('result').value = num1;
} else {
num2 += num;
document.getElementById('result').value = num2;
}
}
function addOperator(op) {
operator = op;
}
function clearResult() {
num1 = '';
num2 = '';
operator = '';
result = '';
document.getElementById('result').value = result;
}
function calculate() {
const num1Value = parseFloat(num1);
const num2Value = parseFloat(num2);
if (operator === '+') {
result = num1Value + num2Value;
} else if (operator === '-') {
result = num1Value - num2Value;
} else if (operator === '*') {
result = num1Value * num2Value;
} else if (operator === '/') {
result = num1Value / num2Value;
}
document.getElementById('result').value = result;
}
</script>
</html>
月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-63923353056540310452023-01-01T13:32:00.001+08:002023-01-01T13:34:00.091+08:00 2022-2023 ai跨年感言 <p> <a href="https://www.canva.com/design/DAFWUrQw3p0/XPhoYAFXv90SBjaphDzPxQ/view?utm_content=DAFWUrQw3p0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton" target="_blank">2022-2023跨年感言</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgapL8pYO4KJNgP2_JNaMc9iVFfSpiK17iwdi5BlFMKOo7K8k-IRdA4cNbpxFju0br_Ev9hNnLOKeI1NkKlmdsXkOJKhfbPmqp369pQmeSvRVtn2bm7s3spOgfkM2UsMNnqSRcC0rEAlOBSIquQmFxa8tA8iJMl6UzQJhWR8y9qaLlvrtKsNKV78tGMsg" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1739" data-original-width="1196" height="613" src="https://blogger.googleusercontent.com/img/a/AVvXsEgapL8pYO4KJNgP2_JNaMc9iVFfSpiK17iwdi5BlFMKOo7K8k-IRdA4cNbpxFju0br_Ev9hNnLOKeI1NkKlmdsXkOJKhfbPmqp369pQmeSvRVtn2bm7s3spOgfkM2UsMNnqSRcC0rEAlOBSIquQmFxa8tA8iJMl6UzQJhWR8y9qaLlvrtKsNKV78tGMsg=w421-h613" width="421" /></a></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhPtBQ82agDXOHmFdNZ6C9vctq8J9LBEU-dNDuAXxwK70h6ytACP1fL6J-R_AZ2oymqcgy6f_dszRRQH68L1do1nNV7FVhoMEFzmLUyHxKYNnjUwWL4HzfoZzPcA6mD6T7Kp5bvRybGjUpTbdc89Hburbg4cCUsSaJ4ZwypRaBIsTpXk2sgNqIy7Efd1A" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1616" data-original-width="1198" height="548" src="https://blogger.googleusercontent.com/img/a/AVvXsEhPtBQ82agDXOHmFdNZ6C9vctq8J9LBEU-dNDuAXxwK70h6ytACP1fL6J-R_AZ2oymqcgy6f_dszRRQH68L1do1nNV7FVhoMEFzmLUyHxKYNnjUwWL4HzfoZzPcA6mD6T7Kp5bvRybGjUpTbdc89Hburbg4cCUsSaJ4ZwypRaBIsTpXk2sgNqIy7Efd1A=w407-h548" width="407" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh8_Q8qIFOXCEZmenROSPxdPsQpPPqtlzkQb8OhwLZJSlRIXqi2NyWxBYD4mjwwLMFdpOyZITQHsT0oz4kS51qz94SKcPg7Bz-Mvw1P1AYSDVuKZsKThoDq26J5D3bIAWr1bDRqPpQEP_-6cNQyu5LjnRmCEmq5-WzKmvVDXfneY1u8oO9tRy7RZutI2g" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1707" data-original-width="1171" height="552" src="https://blogger.googleusercontent.com/img/a/AVvXsEh8_Q8qIFOXCEZmenROSPxdPsQpPPqtlzkQb8OhwLZJSlRIXqi2NyWxBYD4mjwwLMFdpOyZITQHsT0oz4kS51qz94SKcPg7Bz-Mvw1P1AYSDVuKZsKThoDq26J5D3bIAWr1bDRqPpQEP_-6cNQyu5LjnRmCEmq5-WzKmvVDXfneY1u8oO9tRy7RZutI2g=w380-h552" width="380" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgwzxytr_1JJTDUHLtGTmwwll3XFmxNo1aPs_u_JtyKBBd68eB-MzFlCFSDEkHo4-PrLtR0DOp0kGyBZgZo0YGbK7X-iqHOinHgTx0KfIWR-xKCFjQs0gKYi4mUSSbEyuzYM1w7R-3Pu1alZmV-43WlZNBmnYV1hD2cyPUmYBvxST-mobfC7G-HB4hQ_w" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1293" data-original-width="1215" height="431" src="https://blogger.googleusercontent.com/img/a/AVvXsEgwzxytr_1JJTDUHLtGTmwwll3XFmxNo1aPs_u_JtyKBBd68eB-MzFlCFSDEkHo4-PrLtR0DOp0kGyBZgZo0YGbK7X-iqHOinHgTx0KfIWR-xKCFjQs0gKYi4mUSSbEyuzYM1w7R-3Pu1alZmV-43WlZNBmnYV1hD2cyPUmYBvxST-mobfC7G-HB4hQ_w=w406-h431" width="406" /></a></div><br /><br /></div><br /><br /><br /></div><br /><br /><p></p>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-59836254210814861422021-12-27T16:25:00.000+08:002021-12-27T16:25:21.633+08:00 觀課,觀學生的學?議課,不評價教師的教?<p> <span style="font-family: georgia;">最<span style="line-height: 107%;">近因為宜蘭縣的公開課博覽會、彰師探究計畫第三階段研習都是以觀議課為主軸,所以我的臉書上,</span><span style="line-height: 107%;">”</span><span style="line-height: 107%;">觀議課</span><span style="line-height: 107%;">”</span><span style="line-height: 107%;">相關貼文出現的頻率很高</span><span style="line-height: 107%;">!</span><span style="line-height: 107%;">這讓我回想宜蘭自然團,因想要改變現行觀議課的方式,而去申請計畫來研發宜蘭版的</span><span style="line-height: 107%;">「</span><span style="line-height: 107%;">可視化觀議課模式</span><span style="line-height: 107%;">」</span><span style="line-height: 107%;">的歷程。</span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="line-height: 107%;">我們是在參與、觀察很多公開課後,發覺現有觀課常流於客套、表面化,這個病識感,讓我們去分析致病的可能因素,發現主要病因是</span><span style="line-height: 107%;">-</span><span style="line-height: 107%;">「</span><span style="line-height: 107%;">觀學生的學,議課,不評價教師的教</span><span style="line-height: 107%;">」。以下是我對目前觀議課所做的分析與發現</span><span style="line-height: 107%;"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">觀課,觀學生的學</span><span style="color: red; line-height: 107%;">?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">分析</span><span style="line-height: 107%;">-</span><span style="line-height: 107%;">現場老師在不斷被要求</span><span style="line-height: 107%;">-</span><span style="line-height: 107%;">「</span><span style="line-height: 107%;">觀課,觀學生的學</span><span style="line-height: 107%;">」的情形下,觀</span><span style="line-height: 107%;">課紀錄最常出現的是</span><span style="line-height: 107%;">---</span><span style="line-height: 107%;">學生很投入、專心聽講、師生互動良好、</span><span style="line-height: 107%;">oo</span><span style="line-height: 107%;">學生會幫助</span><span style="line-height: 107%;">xx</span><span style="line-height: 107%;">學生、全組以</span><span style="line-height: 107%;">OO</span><span style="line-height: 107%;">主導,其餘學生在等答案、</span><span style="line-height: 107%;">oo</span><span style="line-height: 107%;">學生沒有依照老師指令學習</span><span style="line-height: 107%;">(</span><span style="line-height: 107%;">如沒做實驗、未參與討論、學習單沒寫完</span><span style="line-height: 107%;">)…<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">發現</span><span style="line-height: 107%;">-</span><span style="line-height: 107%;">學生的學習狀況、</span><span style="line-height: 107%;">表現是</span><span style="line-height: 107%;">和教師的教學活動、策略、</span><span style="line-height: 107%;">教學設計和實施相關聯的,</span><span style="line-height: 107%;">如</span><span style="line-height: 107%;">: </span><span style="line-height: 107%;">「</span><span style="line-height: 107%;">全組以</span><span style="line-height: 107%;">OO</span><span style="line-height: 107%;">主導,其餘學生在等答案</span><span style="line-height: 107%;">」應該和老師的分組方式、計分方式有關,「</span><span style="line-height: 107%;">學生沒有</span><span style="line-height: 107%;">….</span><span style="line-height: 107%;">做實驗</span><span style="line-height: 107%;">…</span><span style="line-height: 107%;">」應該和老師的實驗操作說明或任務發布方式有關、「</span><span style="line-height: 107%;">學生沒有完成學習單</span><span style="line-height: 107%;">(</span><span style="line-height: 107%;">或錯誤</span><span style="line-height: 107%;">)…</span><span style="line-height: 107%;">」應該和學習單內容、難度…等有關…。如果我們觀課時只看學生的學,推論時是否只能將這些現象歸因於學生的因素? 而事實上,在議課時也的確常聽到授課者提出解釋說---我們鄉下學生程度較差、oo學生今天表現已經很好了,平常都….、oo學生很會照顧別人….。也就是讓觀察到的學生問題回到學生身上,無法回饋到教師的教學設計或實施。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">議課,不評價教師的教</span><span style="color: red; line-height: 107%;">?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">分析</span><span style="color: red; line-height: 107%;">-</span><span style="line-height: 107%;">雖說議課時不評價老師的教學,但通常會要求議課者說說---我從授課者學到的事。其實,「學到的事」就是一種正面評價,所以這條準則應該不是「</span><span style="color: red; line-height: 107%;">不評價教師</span><span style="line-height: 107%;">」而是-不要批評,也就是:請說好話!
我觀察到多數老師會說的好話是---授課教師教學內容解說清楚、版書工整、講義豐富、和學生互動良好、教室規矩很好、獎罰的方法很好、有分組、能適時為學生解決困難…<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><o:p><span style="font-family: georgia;"> </span></o:p></span><span style="color: red; font-family: georgia; line-height: 107%;">發現</span><span style="font-family: georgia; line-height: 107%;">- </span><span style="font-family: georgia; line-height: 107%;">這些</span><span style="font-family: georgia; line-height: 107%;">”</span><span style="font-family: georgia; line-height: 107%;">「</span><span style="font-family: georgia; line-height: 107%;">值得學習的事</span><span style="font-family: georgia; line-height: 107%;">」大多屬於教室管理,是教學基本功,絕對是好老師要學的事,但它不適合透過公開課來學習,若想提升教師的課室管理能力,較適合開專場增能(可以不分科),或由社群長期陪伴協助,公開課較適合針對教學設計和教學實施的精進。我們要觀察的是---「教師內容解說清楚」應對應「學生是否有表現出學會、理解這些內容?
」 、「教師和學生互動良好」應對應「這些互動是否促進學習達成哪些目標? 」,一堂很歡樂、很有趣、規矩很好、老師講述精彩的課堂,並不一定有學習效果啊!</span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">由於強調議課時不評價,使得觀課者即使觀察到教學設計或實施有可以改進的地方,也不太敢提出建議,議課時,真的只能說---感動、好棒棒、辛苦了!感恩老師的分享!…這種應酬式的回饋。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">公開課的目的不是要從授課者身上學習、給授課者提供有用的建議,以提升教學、學習效能嗎?「不評價」如何能達成這些目標?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">接下來是我個人針對這個觀議課準則的產生和運用情形比較,所做的不專業推論:<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="color: red; line-height: 107%;"><span style="font-family: georgia;">起源-防弊與他山之石<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">「只觀學生、不評價老師」的觀議課風,是從108課綱規定要有公開課後開始的,用意應該是「避免毒舌的議課打擊老師進行公開課的意願」,而師法的對象應該包含「學習共同體」的議課方式(之後我只以「學習共同體」做比較)!!
但為什麼別人的議課方式能發揮-發現學生學習困難,改進教學、學習成效的功能,移植到台灣後就不行呢?其實這兩者在體質上就有很大的差異,怎能期待有一樣的成果?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="color: red; line-height: 107%;"><span style="font-family: georgia;">差異1-我們共同的課 vs授課教師個人的課<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">請大家看看兩者本質上的不同---學習共同體的公開課,是"所有參與觀議課教師共備出來的,那個課是大家的課”,觀課者也可能是授課者(只是在不同班授課),他們完全知道這堂課授課老師要教什麼,怎麼教,所以觀課重點不必放在教師的教學設計、策略,他們要觀察的是---我們的設計在不同學生身上會有什麼反應、表現!!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">而我們的公開課是公開授課教師一個人的智慧、經驗的展現,觀課者通常直到說課時才知道授課的內容(有些甚至連說課,教案都沒有),如果不看老師的教學,怎麼推論學生學習困難的成因是什麼?哪些表現是預期中的,哪些表現是不足或卓越的?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">在經過”可視化公開觀議課”的5堂公開課,及宜蘭縣公開課博覽會的線上觀議課的驗證後,我的結論是:<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">「共備者參與的觀議課」和「非共備者參與的觀議課」和「共備者、非共備者共同參與的觀議課」,這三者不能採同一原則!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="color: red; line-height: 107%;"><span style="font-family: georgia;">差異2-一年一度vs常態、頻繁<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">觀議課其實是需要”訓練”的,之前觀議課認證是教專計畫的重點項目之一。但各校在執行的,是課綱規定的一年一次公開課,這種頻率是沒辦法讓老師熟悉觀議課方法的,且校內的公開課,觀課和授課者雖是同事關係,但平常因不開放教室,不常共備,對教學沒有共識,觀議課大多流於「把觀課紀錄表勾一勾」,「議課時禮貌性稱讚幾句」,交差了事!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">然而學習共同體的觀議課應該是常態性的,很頻繁的,每個教師熟悉觀議課概念和技巧,彼此間又是共同體,有足夠信任感,議課時應該較能知無不言!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">常態性議課的另一個優點是,可以有計畫性地針對要改進的項目進行共備、公開課,所以他們會說---這次我們只看某一項目的教學設計或策略的實施情形(所謂的微公開課)。但我們是一年一度、偶一為之,「微公開課」可能以取巧、便宜行事居多吧!我的結論是-<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;"><span style="mso-spacerun: yes;"> </span>「常態性的觀議課」和「一年一度觀議課」和「偶而為之的觀議課」,這三者不能採同一原則!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: georgia;"><span style="color: red; line-height: 107%;">差異3-標籤vs關注</span><span style="line-height: 107%;"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">觀課中有一項我很疑惑的作法---授課教師先對內觀教師說明學生情形(通常會說明---分組方式、分組中的角色、資源班…),我不懂為何需要先說明這些,我想除非某個學生可能會在課堂中做出特殊行為
(如上課走動、跑出教室等),需先提醒以防備臨時事件外,每一個學生的表現就留給觀課者去觀察,不必特別”做記號”。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">我不知道學習共同體的觀議課是否也會先說明學生情況,只是那天佐藤學教授在宜蘭縣公開課博覽會的大師論壇中,講觀議課時使用了2段教學錄影,片中有特別用圓圈標出幾個學生,要看影片者注意,比較這幾個學生在教學前、後的差異,但這是觀議課後的分析,並不是在觀課前的說課項目~!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">如果以學習共同體長期觀課的模式,的確可以請觀課者特別針對某些特殊學生,觀察他的表現,以了解此學生的改變。但我們這種一次性觀課,先告知學生的背景,恐怕反而會有”先入為主”、”標籤化”的效應。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">我的結論是:「提醒老師觀察某些學生、某些項目的學習情形,這是關注」、「提醒老師以學生的某些個人特質為基礎進行觀察,這是標籤」,這兩者要分清楚。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">由於上面的病識感,所以我們決定”就醫”,採取一些不同的方式來矯正。於是研發宜蘭版的可視化觀議課。這個計畫希望透以”共備團成果的公開課”,邀請計畫外成員參加,讓大家能一起觀、議課,增進教師的教學效能,提稱學生的學習效果。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">我們的議課方式主要參考日本靜岡縣研究會作法,加以修改,主要的方式如下:<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">1用觀課指引協助非共備者觀課---由於我們的課是邀請非共備成員參加的,所以必須協助他們,讓他們能掌握觀課重點。我們的做法除了加強說課內容外,還使用了觀課指引,讓老師在觀課過程中有所”本”---依照指引上的時間流程、教、學重點
去觀察教師和學生的表現。將觀察到的現象寫在便利貼上,貼在觀課指引相對位置<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">觀課指引(圖)<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: left;"><span style="line-height: 107%;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhIiIYceB7WCfvIe62j-xg5td8Xrz85IqEH8TpZHFICGOOfjoMjRvovymyWiIa4P6Ccl0QBeD-n0NdyMSua6SdGwRz7yAzPixfDd5ftAXTTaMkQs07sc2uz4evv6BIEgDwNE7qB6W5xvRbUA73FykBxqXtRBZPoPvtUQXin1stEPCIxgemqQIfKHWWXWg=s813" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="813" data-original-width="606" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhIiIYceB7WCfvIe62j-xg5td8Xrz85IqEH8TpZHFICGOOfjoMjRvovymyWiIa4P6Ccl0QBeD-n0NdyMSua6SdGwRz7yAzPixfDd5ftAXTTaMkQs07sc2uz4evv6BIEgDwNE7qB6W5xvRbUA73FykBxqXtRBZPoPvtUQXin1stEPCIxgemqQIfKHWWXWg=s320" width="239" /></a> </span><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjlTHSp2TeL6XRYOedpysqMLnvRP0TYlz0mDLtsNX1s0u_jpkwDUgTxKpaAbIs6gi0GWk-8rB83LikCf6xCNKD2Fgn8JePSx8QTJzlosGF2BzPoQ2b0unEBh6nzPZq2CwlTWd5fBqElRNjbKqrs8Fb0J2r_5jfi8iv1LbDTi6I4GISK1FGco4_VeYbT2A=s1071" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1071" data-original-width="808" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEjlTHSp2TeL6XRYOedpysqMLnvRP0TYlz0mDLtsNX1s0u_jpkwDUgTxKpaAbIs6gi0GWk-8rB83LikCf6xCNKD2Fgn8JePSx8QTJzlosGF2BzPoQ2b0unEBh6nzPZq2CwlTWd5fBqElRNjbKqrs8Fb0J2r_5jfi8iv1LbDTi6I4GISK1FGco4_VeYbT2A=s320" width="241" /></a></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: georgia;">2內觀以觀學生為主、外觀以觀教師為主</span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: georgia;">觀課指引包含教師和學生的觀察重點,就是希望兩個面向都有被觀察到,但因為考量老師觀課時的負荷量,所以內觀以觀學生為主、外觀以觀教師為主,操作後的效果不錯。</span></div></div>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">3觀課紀錄統整與共享<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">個人的觀課紀錄依起承轉合順序,各統整成一張重點,貼到議課牆(黑板或任何牆面),供所有觀課者參考。<span style="background: yellow; mso-highlight: yellow;">(圖)</span><o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="line-height: 107%;"><span style="font-family: georgia;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhu6_84VlMG-pRezsC_DzFRKqrvzyRY7UJIpnoTXH27fl34maC7Ky6Z2qd2CRbn83qyirDQcTRkISqyqGK1IWVqTMBqN_tVGkGyLs4Dy4HrWgVzZy63DzhFrA2l1GnJfiuW1a-pOfWYMP6IRQxCKyK_10A-6xo5MwQlZQtqk_jHzKAyHM3OucDHWre5lw=s1477" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1108" data-original-width="1477" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEhu6_84VlMG-pRezsC_DzFRKqrvzyRY7UJIpnoTXH27fl34maC7Ky6Z2qd2CRbn83qyirDQcTRkISqyqGK1IWVqTMBqN_tVGkGyLs4Dy4HrWgVzZy63DzhFrA2l1GnJfiuW1a-pOfWYMP6IRQxCKyK_10A-6xo5MwQlZQtqk_jHzKAyHM3OucDHWre5lw=s320" width="320" /></a></span></span></div><span style="line-height: 107%;"><span style="font-family: georgia;">4議課流程</span></span><p></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">從合(統整)開始倒敘至轉、承、起。也就是先檢視學生的學習成果、表現,然後倒推造成此結果的時間點、教學活動。從學習成果去看學習的發生點。<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">5反思與回饋<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">我們希望參與共備的老師都能記錄共備修改流程,及公開觀議課所得及將來的修改方向、計畫等(這部分還需加強,必究老師太忙了….)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: georgia;">公開觀議課可以是一個被規定的任務,也可以是一個優化教學,增進學習效果的過程,當你確實去做時,應該能發現---要磨玉,不一定要去它山借石頭,自家也有好石材啊!!</span><span face="微軟正黑體, sans-serif" style="font-size: 12pt;"><o:p></o:p></span></span></p>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-67986043015518720172021-12-24T12:49:00.000+08:002021-12-24T12:49:03.603+08:00 公開課的洪荒之力與灌頂醍醐<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;">公開課<span lang="EN-US">---</span>是誰使出洪荒之力<span lang="EN-US">?</span>是誰以醍醐澆灌誰之頂<span lang="EN-US">?</span></span></span></p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;"> <span style="font-family: inherit;">一年一度的宜蘭縣公開課博覽會,本來覺得「變不出新把戲」了</span><span lang="EN-US" style="font-family: inherit;">!!</span><span style="font-family: inherit;">但疫情改變了舊思維,全新線上公開觀議課登場</span><span lang="EN-US" style="font-family: inherit;">!!!</span></p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; line-height: 115%;"><span style="font-family: inherit;">洪荒之力<span lang="EN-US">1-</span>縣級的行政規劃、資源</span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span lang="EN-US" style="line-height: 115%;">9</span><span style="line-height: 115%;">月底從思芳課督和謝惠娟<span lang="EN-US">(</span>候用校長,在教育處課發科實習,也是我們自然探究團的優秀教練<span lang="EN-US">)</span>處聽到<span lang="EN-US">---</span>今年公開課博覽會採線上方式<span lang="EN-US">…</span>,惠娟老師說<span lang="EN-US">:</span>這次公開課<span lang="EN-US">…</span>,我向科長建議讓老師們自己做<span lang="EN-US">15</span>分鐘的教學影片,這是我們一直在做的事<span lang="EN-US">…</span>。聽到他的說法我真是嚇出一身冷汗,腦中浮出一堆疑問,比如<span lang="EN-US">:</span>公開課老師還要自己做影片,老師們會大反彈吧?老師們哪有時間?拍攝設備?會使用剪輯軟體嗎<span lang="EN-US">?</span>從意願、時間、軟硬體設備等方面都有滿滿的困難,於是我直接問惠娟最關鍵的問題<span lang="EN-US">-</span>你期待做出什麼樣的成品<span lang="EN-US">?</span>發揮什麼效果<span lang="EN-US">?(</span>以終為始上身<span lang="EN-US">)</span>,以下是惠娟老師的回答:<span lang="EN-US"><o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; line-height: 115%;"><span style="font-family: inherit;">成品<span lang="EN-US">-</span></span></span><span style="font-family: inherit; line-height: 115%;">精簡版<span lang="EN-US">-15</span>分鐘的教學剪輯;此概念來自彰師探究計畫第二階競賽與日本國立教育研究所影片<span lang="EN-US">(</span></span><span lang="EN-US" style="font-family: inherit;"><a href="https://www.nier.go.jp/kaihatsu/shidousiryou/rika/r01.html?fbclid=IwAR1TDt2HjYuCdKDNFAnN9weDBA7GUfYF8TuW8vEWkU5lvg-I62xNMOafZf4#0301"><span lang="EN-US" style="line-height: 115%;"><span lang="EN-US">連結</span></span></a></span><span lang="EN-US" style="font-family: inherit; line-height: 115%;">)</span><span style="font-family: inherit; line-height: 115%;">,完整版<span lang="EN-US">-</span>實際課堂的完整一節課<span lang="EN-US">(45</span>分鐘<span lang="EN-US">)</span>。</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; line-height: 115%;"><span style="font-family: inherit;">效果<span lang="EN-US">-</span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"></p><div style="text-align: left;"><span lang="EN-US" style="font-family: inherit; line-height: 115%; text-indent: -18pt;"><span style="mso-list: Ignore;">1.</span></span><span style="font-family: inherit; line-height: 115%; text-indent: -18pt;">借公開課形成共備團隊<span lang="EN-US">-</span></span><span style="font-family: inherit;">這次公開課不是只有授課老師一個人的事,有幫忙錄影、剪輯的共備老師,及各領域輔導員協助。</span></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;"></span></p><div style="text-align: left;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;">2. </span><span style="font-family: inherit; line-height: 115%;">讓每個老師都能有製作線上教材的經驗。</span></span></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;"></span></p><div style="text-align: left;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;"><span lang="EN-US" style="font-family: inherit; line-height: 115%;">3. </span><span style="font-family: inherit; line-height: 115%;">讓公開課觸及面更廣、更久<span lang="EN-US">!</span></span></span></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;">這說法有說服我,我評估<span lang="EN-US">-</span>關於成果,這是技術性問題,如果有配套措施,以團隊的力量,要完成影片並不難。至於效果,則充滿理想,也是宜蘭縣自然團這幾年一直在做的事,現在有更高層級帶頭做,應該會有不同風貌<span lang="EN-US">!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;">所以我問了<span lang="EN-US">-</span>我能幫什麼忙嗎?於是有一場公開課博覽會之共備研習,由講師們和參與公開課的雙澳老師及陪同共備的老師、輔導員們談談基本功,怎樣把教學設計<span lang="EN-US">(</span>教案<span lang="EN-US">)</span>變成拍攝影片的劇本。我私心其實是希望藉拍「公開課影片」偷渡素養導向教學,因為如果沒有好的教學設計、教學實施,又怎能拍出好的教學影片<span lang="EN-US">?</span></span></span></p><p class="MsoNormal" style="line-height: 115%;"><span style="line-height: 115%;"><span style="font-family: inherit;"></span></span></p><div class="separator" style="clear: both; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjLA0JfP4AXCWHY0ISmdAJjHiH_2G2_KiLJwFr6Z9XKQGVxXoFnDBLEzNHiME7fAsxqzbyfr1LMSWu131fuLyMAwdmxUwU1uomm357m-Ilj2kXS3hkpgbLT2zL9KhzrtYFChZkGt-H4FpfeRzfKf8IFHswFDr0z6le3hYphUbJ9GdEHdmqYb9uHlCn5aw=s4032" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEjLA0JfP4AXCWHY0ISmdAJjHiH_2G2_KiLJwFr6Z9XKQGVxXoFnDBLEzNHiME7fAsxqzbyfr1LMSWu131fuLyMAwdmxUwU1uomm357m-Ilj2kXS3hkpgbLT2zL9KhzrtYFChZkGt-H4FpfeRzfKf8IFHswFDr0z6le3hYphUbJ9GdEHdmqYb9uHlCn5aw=w320-h240" width="320" /></a></span></span></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;">那次的研習讓我覺得大可期待<span lang="EN-US">!</span>因為我在訪視過程中認識的優秀國中老師都出現了,尤其看到蘇澳國中林順隆老師,以資深、前輩老師的身分,願意跳出來和大家一起進行公開課,一定能發揮影響力的<span lang="EN-US">!</span>而國小組老師個個興致勃勃、學習力強,對拍影片很有想法,也有能力,再加上輔導團也安排了一系列的增能、陪伴與協助,成效一定比預估的好<span lang="EN-US">!</span>那場研習,我只發揮「精神喊話」的功能<span lang="EN-US">-</span>你們是史上第一批,你們在創造歷史<span lang="EN-US">!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span lang="EN-US" style="color: red; line-height: 115%;"><o:p><span style="font-family: inherit;"> </span></o:p></span><span style="color: red; font-family: inherit;">洪荒之力</span><span lang="EN-US" style="color: red; font-family: inherit;">2-</span><span style="color: red; font-family: inherit;">跨校共備的厚積薄發</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit;">這次公開課博覽會授課老師之一的石瑩潔老師,是我們論壇計畫<span lang="EN-US">(</span>輔導團向國教署申請的計畫<span lang="EN-US">)</span>、也是探究計畫的成員。他所屬的小團邀請我和專輔林宛青老師加入共備,我去參加前,他們已經選擇了主題,是一個很抽象、很難教的主題<span lang="EN-US">-</span>「能量的形式」,經兩次共備決定好架構,要以<span lang="EN-US">pa-</span>分析與發現為主。我加入時,以外行之姿做了很多提問,之後回到領綱,發現原本的教學架構的教學時間需花兩節課,且只鎖定在重力位能轉換為動能,學生就算學會數據分析,但其實無法導出「能量守恆」的概念。所以我請團員思考,要如何完成學習內容<span lang="EN-US">Ba-</span>Ⅳ<span lang="EN-US">-1 </span>能量有不同形式,例如:動能、位能、熱能、光能、電能、化學能等,彼此之間可以轉換<span lang="EN-US">-</span><span style="color: black; mso-themecolor: text1;">熱能、光能、電能、化學能</span>,又如何讓學生從具體現象<span style="mso-bidi-font-weight: normal;"><span style="color: black; mso-themecolor: text1;">推論能量其實是維持定值的</span></span>。確立教學目標之後,討論總算能聚焦了,最後決定以跑台操作<span lang="EN-US">+</span>閱讀文本的學習活動來認識、理解熱能、光能、電能、化學能等能量形式,及能量形式可以轉換的現象,最後以「坡道上滑落的車」檢核學生能不能推論出<span lang="EN-US">-</span>能量其實是維持定值的說法。</span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit; line-height: 115%;"><span>於是整個教學設計的學習內容更全面化、學習表現變成以<span lang="EN-US">tr-</span>Ⅳ<span lang="EN-US">-1</span>、<span lang="EN-US">pe-</span>Ⅳ<span lang="EN-US">-2</span>為主,從學習重點到學習活動、評量全部打掉重練。我想對團隊夥伴而言,這算得上「雷神之槌」應該暈頭轉向了,然而我之所以敢下如此重手,是因為有信心,他們會以洪荒之力做出新課程。結果竟在第十天時就已經改完成新的教案、學習單以及教學投影片!</span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" style="line-height: 115%;">教學設計完成後,我們就進行了團隊的公開課及可視化觀議課<span lang="EN-US">(</span>這是我們的既定計畫<span lang="EN-US">)</span>,而那堂公開課的錄影就做成影片,就是後來呈現在公開課博覽會官網<span lang="EN-US">-</span>文化國中自然科<span lang="EN-US">(</span></span><span lang="EN-US"><a href="https://sites.google.com/tmail.ilc.edu.tw/ilan110/%E6%96%87%E5%8C%96%E5%9C%8B%E4%B8%AD%E8%87%AA%E7%84%B6"><span face="標楷體" lang="EN-US" style="line-height: 115%;"><span lang="EN-US">連結</span></span></a></span><span class="MsoHyperlink"><span face="標楷體" lang="EN-US" style="line-height: 115%;">)</span></span><span class="MsoHyperlink"><span face="標楷體" style="line-height: 115%;">的資料</span></span><span face="標楷體" style="line-height: 115%;">,而這份資料被做成此次公開課博覽會佐藤學教授來線上說觀議課的對象,於是我參加了這場線上觀議課,真正體會「與君共語似醍醐灌頂」的震撼<span lang="EN-US">!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%;"><span style="font-family: inherit;"><span face="標楷體" style="line-height: 115%;"></span></span></p><div class="separator" style="clear: both; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" style="line-height: 115%;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiLcEdA28s4XX-LXWXVi-7wmNHpHeJqcNFi5gcxJ3dKZYEhH3dngX-u5GpxHzKZYADuF4V3QlAeVuI1y1VFC0Y4jcI6VrqP14RFp1JAhfxAJ2Ooi_5DYaBoMmyys0XvP6t1a0vx4Jif-ziqQsMzZoS_arq0CiXGNeipD8J5kYmX6aHFIXTvLj88JpXGIw=s472" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="354" data-original-width="472" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEiLcEdA28s4XX-LXWXVi-7wmNHpHeJqcNFi5gcxJ3dKZYEhH3dngX-u5GpxHzKZYADuF4V3QlAeVuI1y1VFC0Y4jcI6VrqP14RFp1JAhfxAJ2Ooi_5DYaBoMmyys0XvP6t1a0vx4Jif-ziqQsMzZoS_arq0CiXGNeipD8J5kYmX6aHFIXTvLj88JpXGIw=w320-h240" width="320" /></a></span></span></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; font-family: inherit; line-height: 115%;">洪荒之力<span lang="EN-US">3-</span>高手之醍醐灌頂觀議課</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; font-family: inherit; line-height: 115%;">同溫層的觀議課</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">石老師在文化國中舉行的實體公開課是論壇計畫採用可視化觀議課的第三場,由於觀課指引<span lang="EN-US">(</span></span><span lang="EN-US"><a href="https://docs.google.com/presentation/d/19OzmIyBAKEnBxjTSFn_MteexI7PbLknx/edit#slide=id.p3"><span face="標楷體" lang="EN-US" style="line-height: 115%;"><span lang="EN-US">這裡</span></span></a></span><span face="標楷體" lang="EN-US" style="color: black; line-height: 115%; mso-themecolor: text1;">)</span><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">及議課模式都已經滾動修正過了,老師們的觀課、議課重點能聚焦教學目標、評量、策略,學生的學習表現、困難點的出現等,已經很接近我們規劃的樣貌,觀議課者提供的建議有助於教學設計、策略的修正,而共備團隊提供的教案、教學實施,協作模式,對觀課者也有助益,共備及觀議課者都說這個過程,就像醍醐灌頂,把他們拉到更高的位能,將來一定能轉換成更高的動能<span lang="EN-US">!!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%;"></p></blockquote><span style="font-family: inherit;"> </span><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjY9NOvv0cPVYBmA_SqZs1nxgBxist5N5ODemphF_oWeCKWNnxwYcn1zg1wnKVS814Kkmb5TT-jUsflUbkxwcn4PRhv9AXAFCeTMlfdBLPZSWcyPrrEDFNmz5f-OUmb9UxkMzZ0iqvMu4ig71dNDCRYgHBog67BugY2WNbke_D17nBpm0fx13C7TpGGSA=s1004" style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="367" data-original-width="1004" height="234" src="https://blogger.googleusercontent.com/img/a/AVvXsEjY9NOvv0cPVYBmA_SqZs1nxgBxist5N5ODemphF_oWeCKWNnxwYcn1zg1wnKVS814Kkmb5TT-jUsflUbkxwcn4PRhv9AXAFCeTMlfdBLPZSWcyPrrEDFNmz5f-OUmb9UxkMzZ0iqvMu4ig71dNDCRYgHBog67BugY2WNbke_D17nBpm0fx13C7TpGGSA=w640-h234" width="640" /></a><br /><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; font-family: inherit;">跨域成員、觀點的議課</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"></p><div style="text-align: left;"><span style="font-family: inherit;">這次公開課博覽會採取的是線上影片的方式,對象包含國中小,自然科、非自然科老師,是否能讓參加者也有被灌頂的感覺</span><span lang="EN-US" style="font-family: inherit;">?</span><span style="font-family: inherit;">這是我很好奇的</span><span lang="EN-US" style="font-family: inherit;">!</span><span style="font-family: inherit;">線上觀議課的進行模式如下</span></div><p></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div style="text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(1)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">主持人請授課者說明教學設計理念重點與授課心得<span lang="EN-US">(</span>約<span lang="EN-US">5-10</span>分鐘<span lang="EN-US">)</span></span></div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;"><div style="text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(2)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">播放並觀看剪輯影片<span lang="EN-US">(</span>約<span lang="EN-US">10-15</span>分鐘<span lang="EN-US">)</span>。</span></div></span></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;"><div style="text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(3)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">預先將觀課者分組<span lang="EN-US">(</span>約<span lang="EN-US">5</span>人一組<span lang="EN-US">)</span>,在組內討論<span lang="EN-US">15</span>分鐘,其中一人擔任紀錄<span lang="EN-US">-</span>共編簡報,一人擔任討論後發表。</span></div></span></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;"><div style="text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(4)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">主持人邀請各組發表。</span></div></span></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;"><div style="text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(5)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">主持人邀請該校共備團隊主持人<span lang="EN-US">-</span>校長發表。</span></div></span></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(6)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">專家提供諮詢意見<span lang="EN-US">(</span>這場是由佐藤學教授擔任<span lang="EN-US">)</span>。</span></blockquote><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">我們這組有一個來自台東新生國小的<span lang="EN-US">”</span>亮宇<span lang="EN-US">”</span>老師,他並不是自然專長,也不太理解國中、宜蘭的學習環境,所以我們盡量聽他的觀察結果,意外的,亮宇老師在「我從授課教師的教學學到什麼?」這點,完全有觀察到石老師使用的教學策略,如<span lang="EN-US">-</span>拼圖法<span lang="EN-US">(</span>跑台觀察<span lang="EN-US">)</span>、使用線上軟體<span lang="EN-US">(slido)</span>協助學生發表、提問時不設定標準答案、不急著提供正確答案<span lang="EN-US">…</span>等,也觀察到學生的主動及真正的討論,他說他印象中國中理化課都是老師說,學生聽…。我在想,由於當時各項檔案的連結尚未開放權限,所以觀課者從官網上看不到教案、學習單、閱讀單等資料,一個老師能從<span lang="EN-US">15</span>分鐘的教學影片觀察到這些,而其他組的老師的觀察、議課也都有聚焦,這顯示教學影片有呈現必要的重點,再加上觀課老師們領悟力強,而造成兩者相輔相成的效果。</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">我們論壇計畫的參與成員投注大量的時間精力在做宜蘭版的可視化教學、學習、觀議課,透過主題研習、共備,務必讓每個老師都能做好教學設計<span lang="EN-US">(</span>教案、觀課指引<span lang="EN-US">)</span>,要求授課者在授課前要能清楚自己的每一活動的目標、教學重點,這樣才能讓學生看到要學習的重點、讓觀課者看到老師的策略、目標及學生的相對應表現。在我們團裡運作之後,效果很好,但我們一直擔心只有受過這套「可視化觀議課」訓練的老師們才做得到,這樣就比較難推廣了。然而經過這次<span lang="EN-US">30</span>人左右,多樣性很高的觀議課成員的議課結果,我們發現其實只要老師的教學設計、教學活動很明確,輔以觀課指引<span lang="EN-US">(</span>其實就是四格教案<span lang="EN-US">)</span>,這套觀議課方式是很可行又有效的<span lang="EN-US">!</span>這是這次議課過程中,我被澆灌的第一份<span lang="EN-US">”</span>醍醐<span lang="EN-US">”!</span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: red; font-family: inherit; line-height: 115%;">大師風範就是醍醐!</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">其實我已聽過幾次佐藤學的演講,心想大師葫蘆裡賣的就是「學習共同體」的藥,並不期待有新奇、能提升位能的驚喜,不過,我錯了,這次真的大大驚豔,滿滿的醍醐啊<span lang="EN-US">!<o:p></o:p></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">醍醐</span><span face="標楷體" lang="EN-US" style="color: #c00000; line-height: 115%;">1--</span><span face="標楷體" lang="EN-US" style="color: black; line-height: 115%; mso-themecolor: text1;">-</span><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">老師針對這堂課的能量的形式和守恆提供相當多的實作例子,也提出不同觀點和建議。從他舉的例子可以看出老師做足了功課,有備而來,這種等級的敬業,我只在林如章老師身上看過,但如章老師是理科老師,佐藤學教授應該不是啊,竟也能跨遇到自然科而且如此深入,更令人佩服<span lang="EN-US">!</span>我不禁想,如果每個教授來議課都能做到像佐藤學老師一樣言之有物,以理服人,就不會被講「只有理論沒有實務了」。講師的每一場研習、會議都是在建立自己的專業品牌阿,這也是我要學習的,雖然我自認也是挺敬業的,當講師都會針對對象需求來備課,但看到佐藤學老師的示範,覺得我可以做的還很多<span lang="EN-US">!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;"><o:p> </o:p></span><span style="color: #c00000; font-family: inherit; line-height: 115%;">驚艷<span lang="EN-US">2</span></span><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">-</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">對探究學習的詮釋</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">我們參加探究計畫好幾年了,也學了,做了很多探究教學、教案<span lang="EN-US">….</span>,但老師提供、詮釋的探究還是讓我們有醍醐灌頂之感,我摘錄幾個我最有感的項目:</span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" lang="EN-US" style="color: black; line-height: 115%; mso-themecolor: text1;">(1)</span><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">生物學家<span lang="EN-US">JosephSchwab</span>的說法<span lang="EN-US">-</span>學科知識的構造有兩種類型,為「建構內容」與「建構脈絡」,在「探究學習」中應強調 「建構脈絡」<span lang="EN-US">(</span>探究<span lang="EN-US">)</span>而不是「建構内容」<span lang="EN-US">(</span>理解<span lang="EN-US">)---</span>意思是探究過程<span lang="EN-US">(</span>脈絡<span lang="EN-US">)</span>、思考智能比科學概念、知識的理解更重要<span lang="EN-US">!</span>這說法我們說過<span lang="EN-US">100</span>遍了,但我們只有說,沒有做<span lang="EN-US">!</span>老師還說<span lang="EN-US">-</span>教正確解答不是在教學是在培養奴隸,真是震撼啊<span lang="EN-US">!<o:p></o:p></span></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">老師用我們的課為例說<span lang="EN-US">:</span>建構內容的教學<span lang="EN-US">---</span>讓學生理解什麼是能量守恆<span lang="EN-US">?</span>有些看似<span lang="EN-US">”</span>不守恆<span lang="EN-US">”</span>的現象是怎麼造成的。「建構脈絡」的教學<span lang="EN-US">---</span>從可見的現象去思考這現象為什麼會發生,找出關聯,最後建構出能量是守恆的,運用這些知識去解釋有些看似<span lang="EN-US">”</span>不守恆<span lang="EN-US">”</span>的現象背後的原理。也就是從具體、可觀的現象,去思考這個現象是怎麼發生的,建構抽象的概念、原理。</span> </p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span lang="EN-US" style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">(2)</span><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">理科的課堂有必要從根本上重新檢討<span lang="EN-US">-</span>傳統理科課堂中的標準程序是<span lang="EN-US">:</span>「預想」<span lang="EN-US">></span>「實驗」<span lang="EN-US">></span>「檢證<span lang="EN-US">/</span>討論」,但科學探的本質不是「假設」<span lang="EN-US">></span>「實驗」<span lang="EN-US">></span>「檢證」。</span><span style="font-family: inherit; line-height: 115%;">科學探究的本質是<span style="color: black; mso-themecolor: text1;">「詳細觀察<span lang="EN-US">(</span>可見的現象<span lang="EN-US">)</span>」<span lang="EN-US">> </span>「活用識<span lang="EN-US">/</span>資訊<span lang="EN-US">(</span>考察<span lang="EN-US">)</span>」<span lang="EN-US">> </span>建構理論模型<span lang="EN-US">(</span>不可見的原理規律<span lang="EN-US">)</span>,教授指出<span lang="EN-US">:</span>要讓學生能用自己的話說出來,以圖表達,在科學上以圖表達比用語言表達更重要。</span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">科學探究並不是在驗證理論,或者說驗證已知的理論不算探究。這個說法有震撼到我,同時又深得我心。我一直說<span lang="EN-US">-</span>生物學從來就不是「假設」<span lang="EN-US">></span>「實驗」<span lang="EN-US">></span>「檢證」啊,但很難被偏理工的老師接受,<span lang="EN-US">JosephSchwab</span>是生物學<span lang="EN-US">+</span>科學教育家,特別能同理生物老師的探究教學阿;但是這要如何在教學中操作,我想會是下一件我們要盡洪荒之力去做的事情。</span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit;"><span lang="EN-US" style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiSxZl23NgyHesZTbVaSyBv6GbISysjo-ccHfQSNZcMtnXikHSNiDyAAA8JzAULkNBEzWJUIV71I6Fy0PUNkb_fKVeOc5kckl8zpAoImhpui5xFOICEd79iBXBfO4xvSSOAI7b1xcPS-z7zGHnZ-2e2jHjn22qxnVlni_Z2I7t9eUYKI1Brk3mz8ofKXg=s1478" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1108" data-original-width="1478" height="202" src="https://blogger.googleusercontent.com/img/a/AVvXsEiSxZl23NgyHesZTbVaSyBv6GbISysjo-ccHfQSNZcMtnXikHSNiDyAAA8JzAULkNBEzWJUIV71I6Fy0PUNkb_fKVeOc5kckl8zpAoImhpui5xFOICEd79iBXBfO4xvSSOAI7b1xcPS-z7zGHnZ-2e2jHjn22qxnVlni_Z2I7t9eUYKI1Brk3mz8ofKXg=w269-h202" width="269" /></a><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhkcsQw5-iFRdoNGhXuVJtHssphri1epvzxhmoQAV4Gw-oZ6n8UHitK7nf88e0LzwbHYOFUZXInO3I35VhiaOkztUfvHKjnKsmbPNsyDzc683JX-x98TceXdVYfWHZn5PhNpHUAvBt-ARkmjE-djCrVz7zOElBoyBKASK_TsvmEsPwi8L17Ehh2J2q-2g=s1478" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1108" data-original-width="1478" height="199" src="https://blogger.googleusercontent.com/img/a/AVvXsEhkcsQw5-iFRdoNGhXuVJtHssphri1epvzxhmoQAV4Gw-oZ6n8UHitK7nf88e0LzwbHYOFUZXInO3I35VhiaOkztUfvHKjnKsmbPNsyDzc683JX-x98TceXdVYfWHZn5PhNpHUAvBt-ARkmjE-djCrVz7zOElBoyBKASK_TsvmEsPwi8L17Ehh2J2q-2g=w253-h199" width="253" /></a></div><br /></span></span></span></div><p class="MsoNormal" style="line-height: 115%; text-align: left;"><b><span style="color: #c00000; font-family: inherit; line-height: 115%;">來自團隊的醍醐 </span></b></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="color: black; font-family: inherit; line-height: 115%; mso-themecolor: text1;">這次的議課是線上模式,但輔導團、課發科還是派出人手集中在馬賽國小,做幕後的調度、協助,各校的共備團隊<span lang="EN-US">(</span>共備者、校長<span lang="EN-US">)</span>也都到現場,所以我也選擇到現場上線,因為可以陪伴瑩潔老師,給他加油<span lang="EN-US">(</span>第一次面對這種大場面說不怕是騙人的<span lang="EN-US">)</span>,很慶幸有親臨現場,可以感受到整個團隊的動能<span lang="EN-US">-</span>授課老師、備課團隊、課發科、輔導團及各承辦學校<span lang="EN-US">…</span>全體總動員!這不是授課教師的公開課,是宜蘭教育界共同的公開課,身為國中自然備課團的一員,真的是超級幸福的,因為我滿腦子的「理想」都是靠這些夥伴們去實踐力行完成的,當別人在稱讚團隊成果時,真是<b>與有榮焉</b>啊<span lang="EN-US">!</span></span><span style="font-family: inherit;"> </span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" lang="EN-US" style="color: black; line-height: 115%; mso-themecolor: text1;"><span style="mso-spacerun: yes;"></span></span></span></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh3T_6am6BywB3lC6wuv0ztcZUeTlVH46xjOA-dJn5uXnSpj7yKmJEIEbjPJMy4WkOfPxyRYUb7heTK1VqHvP5cce4iZ759YfeB1eH3BDuQXp6eotAGaSA6okbdOuEsELMMsdvvPRc96Q_4CMUWHPPW1yhs63ZfnQQZ5kSBqDe5GagaY_pIiWDojePKyA=s1478" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1108" data-original-width="1478" height="204" src="https://blogger.googleusercontent.com/img/a/AVvXsEh3T_6am6BywB3lC6wuv0ztcZUeTlVH46xjOA-dJn5uXnSpj7yKmJEIEbjPJMy4WkOfPxyRYUb7heTK1VqHvP5cce4iZ759YfeB1eH3BDuQXp6eotAGaSA6okbdOuEsELMMsdvvPRc96Q_4CMUWHPPW1yhs63ZfnQQZ5kSBqDe5GagaY_pIiWDojePKyA=w237-h204" width="237" /></a> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEhH9QmKlBZRoZ4_blZhnvAlbO9nt-8byg0kNKOc7XhWINbANtshZALwjMfiZLVy2Si844kG7dOs0DuTGteWFfzoP695-iOJ2S8iy6RRXMd2S8AvnDNlgk77bBRNLXHftwV5_8B5PtvzCwGeyx6ksJleaLWmHA3iu9GgVw398DOVMHWpgTOX1XXciH0e7g=s1478" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1108" data-original-width="1478" height="196" src="https://blogger.googleusercontent.com/img/a/AVvXsEhH9QmKlBZRoZ4_blZhnvAlbO9nt-8byg0kNKOc7XhWINbANtshZALwjMfiZLVy2Si844kG7dOs0DuTGteWFfzoP695-iOJ2S8iy6RRXMd2S8AvnDNlgk77bBRNLXHftwV5_8B5PtvzCwGeyx6ksJleaLWmHA3iu9GgVw398DOVMHWpgTOX1XXciH0e7g=w261-h196" width="261" /></a></div></div><p></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span style="font-family: inherit;"><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;">能量守恆這教案很好,在大家的觀議課回饋下,它可以升級變得更好,我們會把它做出來;還沒有看過這節課的人請到這裡<span lang="EN-US">-</span></span><span lang="EN-US"><a href="https://sites.google.com/tmail.ilc.edu.tw/ilan110/%E9%A6%96%E9%A0%81"><span face="標楷體" style="line-height: 115%;">2021</span><span face="標楷體" lang="EN-US" style="line-height: 115%;"><span lang="EN-US">宜蘭縣公開課博覽會官網</span></span></a></span></span></p><p class="MsoNormal" style="line-height: 115%; text-align: left;"><span face="標楷體" style="color: black; line-height: 115%; mso-themecolor: text1;"><span style="font-family: inherit;">點閱,這個官網是很好的成果,它將是未來持續、深化推廣的基地,感謝所有參與這場盛宴的伙伴們!</span></span></p></blockquote>
月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com5tag:blogger.com,1999:blog-1731902099667890189.post-5957212228740572512021-03-18T12:01:00.001+08:002021-03-18T12:01:13.772+08:00我以為的無私,造成他的無視?<p> 當我<b><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">是老師時,我分享教學資源</span></b></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我算是很早就在網路</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">部落格</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">分享教學紀錄</span> <span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">含教學投影片、照片、影片、學生作業</span><span lang="EN-US">….</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等</span><span lang="EN-US">) </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">的人,開始時只是做紀錄</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">身為輔導員,輔導團希望我們有一個政令、政績宣導的部落格</span><span lang="EN-US">----</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">當時在宜蘭教網全力協助下,我建立了第一個、公務的部落格</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,後來部落格上不時有人回應,我開始虛榮起來,覺得如果我的教學設計這麼好,那把這些東西分享出來,有更多老師拿去課堂用,不是更好嗎</span><span lang="EN-US">?</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">所以我又上傳更多的教學資源到網路,而且大方地說,歡迎拿去教學使用,不用跟我說</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我懶得回復</span><span lang="EN-US">)!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">後來,智慧財產權觀念普及後,我嚇出一身冷汗</span><span lang="EN-US">---</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">因為自然科</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">尤其生物</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">會使用大量圖片</span><span lang="EN-US">....</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">那都是取自網路,我沒標示來源</span><span lang="EN-US">...</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,我開始過著膽戰心驚的日子,萬一哪一張圖被抓到了,我就死定了</span><span lang="EN-US">!</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">所以漸漸比較少上傳教學簡報了</span><span lang="EN-US">!!</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">真正讓我從此不上傳簡報、教案、學習單,減少分享教學紀錄的是兩件事</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">和退休無關,其實我退休後研發出更多課程</span><span lang="EN-US">)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">1</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">偶然得知有人拿我的簡報去參加某些教學影片競賽</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">以講解</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我的</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">簡報錄製教學影片</span><span lang="EN-US">)…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,我擔心的事終於發生了,若我簡報中有侵權的內容,因為別人的散播、重製而被抓到,不知算我或她或兩個都侵權</span><span lang="EN-US">…. </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,我散落在外的這些投影片真是地雷啊</span><span lang="EN-US">!!</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">所以現在教網舊部落格改版,我也不去搬移,就讓她壽終正寢,毀屍滅跡吧</span><span lang="EN-US">!<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">2</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我發現許多老師的某些教學方式</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如心臟觀察</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">應該是直接或間接參考我的教學紀錄的,但是教學紀錄只看得到</span><span lang="EN-US">"</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">活動</span><span lang="EN-US">"</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,看不到後面的</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">策略</span><span lang="EN-US">”---</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">比如要如何提問以導入主題,那些提問能促進學生思考,或如何回應學生的提問、表現</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等,所以原來的好意</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">推廣探究教學</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,卻可能誤導老師,以為活動就是探究教學</span><span lang="EN-US">!</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">為免反效果,所以我減少在網路貼出教學紀錄,也減少在臉書等社群討論教學</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">不是三言兩語說得清的,尤其隨時會有人加入改變討論主軸</span><span lang="EN-US">)<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">當我是講師時,我分享</span><span lang="EN-US">…?<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">這幾年智慧財產權概念已非常普及</span><span lang="EN-US">(??)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,我的身分也轉變為研習場、工作坊的</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">講者</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,對於簡報的</span><span lang="EN-US">"</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">侵權</span><span lang="EN-US">"</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">問題已經有所警惕,所以我開始練習畫圖,就是想在簡報中隨時有圖可以用,避免不小心發生侵權行為</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我太用愛圖說話</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我知道講師對自己的權益的守護程度各有不同,如在</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">研習現場</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">拍照、錄音、錄影、</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">會後</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">提供簡報、講義</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等有些講師不同意、有些講師有條件同意,有些講師無條件同意</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,不管哪一類都曾引發一些爭議。我是有條件同意類型,所以我會留簡報給參加研習的老師,只有附加要求</span><span lang="EN-US">---</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">只能自己看,和校內同領域老師分享,絕對不能公開散布</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我以為</span><span lang="EN-US">: </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">即使講師同意你做上面的任一件事</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">照相、錄影、下載簡報、講義</span><span lang="EN-US">…)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,也只是供你自己參考,不可以再散播</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">公開到網路、到別場演講</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">之類</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、重製</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">重組、改頭換面變成自己的作品</span><span lang="EN-US">)…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">是常識,但事實不然</span><span lang="EN-US">…<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">你怎麼看智財權</span><span lang="EN-US">?<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我最近知道幾件發生在研習、工作坊的事,很讓人懷疑教育人對智慧財產權的認知。我們來自我測驗看看,以下行為你的認同或接受程度為何</span><span lang="EN-US">?(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">完全接受、有條件接受</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">請想想可接受的條件為何</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、完全不接受</span><span lang="EN-US">)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">1</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我是參加研習的學員,把講師簡報的畫面拍照,並上傳臉書。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">示範</span><span lang="EN-US">-</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">答</span><span lang="EN-US">: </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">有條件接受,條件是:照片不超過</span><span lang="EN-US">3</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">張且臉書設定為非公開</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">限朋友</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">則可接受</span><span lang="EN-US">)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">2</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我是參加研習的學員,把學員的人像、討論、實作成果拍照,並上傳臉書。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;">
</span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">3</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我是講師,已同意主辦單位錄影,但限場另有學員私自全程錄影。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;">
</span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">4</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我參加</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">受訓</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">課程</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如主任</span><span style="font-family: 新細明體, serif;">訓</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、輔導員初、進階研習</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,結訓後講師所留資料,皆可任意使用</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如做為本人演講素材</span><span lang="EN-US">)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">5 </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我參加</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">受訓</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">課程</span><span lang="EN-US">(</span><span style="font-family: 新細明體, serif;">如主任</span><span style="font-family: 新細明體, serif;">訓</span><span style="font-family: 新細明體, serif;">、輔導員初、進階研習</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,結訓後欲使用講師所留資料,應向辦理訓練的單位</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如國教院、輔導團</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">取得同意</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">6 </span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我參加</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">受訓</span><span lang="EN-US">”</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">課程</span><span lang="EN-US">(</span><span style="font-family: 新細明體, serif;">如主任</span><span style="font-family: 新細明體, serif;">訓</span><span style="font-family: 新細明體, serif;">、輔導員初、進階研習</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,結訓後欲使用講師所留資料,應向原作者取得同意</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">7</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我是主辦單位</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">或學員</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,研習</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">工作坊</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">結束後,將講師的內容統整、組合成一份精簡的簡報</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">海報、圖文</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,因排版、順序已重做,所以不必標明出處。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">8</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">若我欲取用其他講師的簡報做為我的演講材料,我會怎麼做</span><span lang="EN-US">?<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">(<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">你是怎麼回答的</span><span lang="EN-US">?</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">你認為哪一項最無法接受</span><span lang="EN-US">?</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">還是你看過更離譜的事</span><span lang="EN-US">?<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我個人是容許學員照相</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">但不許錄影</span><span lang="EN-US">-因</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我太愛亂講話,會出事</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、也會把簡報有條件留給學員</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">條件如前述</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,宜蘭團的輔導員做領綱或探究教學相關演講時,我會讓他們用我的簡報---條件是要先跟我共備、試講、研習完後要回報問題。<br />這樣的分享</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">說好聽是無私,也可以說愛現</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">是本於推廣的理念,但若是這樣的無私造成學員以為:所有講師都該被照相公開,都應該留簡報</span><span lang="EN-US">…</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等無視智財權的想法,這就是我的罪過了</span><span lang="EN-US">!!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我相信有很多講師樂於推廣,而學員</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">老師們</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">也是最好的推廣人才,所以講師們不吝分享簡報、講義</span><span lang="EN-US">!</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">但所謂的推廣,是你將老師講的理念、做法、示例</span><span lang="EN-US">...</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">運用在你的教學中,產出自己的作品再來和其他老師分享,而不是拿講師的內容用你的嘴講出來</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">何況,未經過講師認證,你的詮釋可能曲解了講師的原意</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">。</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">讓我們檢視一下自己對智財權的認知,能合理引用</span><span lang="EN-US">(</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如</span><span lang="EN-US">:</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">注意比例原則和標註方式</span><span lang="EN-US">)</span><span style="font-family: "新細明體","serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,這樣才不會給自己帶來麻煩,也不會讓那些無私分享的老師失去熱忱。</span></p>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com1tag:blogger.com,1999:blog-1731902099667890189.post-81636042785937565842021-02-20T11:37:00.004+08:002021-02-20T20:38:35.010+08:00評審要看什麼?我想讓評審看什麼!!<p> <span style="font-family: inherit;">這幾天又陷入<span lang="EN-US">”</span>教案<span lang="EN-US">”</span>黑洞<span lang="EN-US">!!</span>由於參加的探究計畫有教案的競賽,身為教練總是需要幫組員們檢核教案,修改教案。這幾年我真的看了、改了不少教案<span lang="EN-US">!</span>很多學員會覺得我改教案的功力很高,可以說是快、狠、準<span lang="EN-US">! </span>也說我有使教案改頭換面、脫胎換骨的能力,雖然我自己覺得那只是錦上添花或畫龍點睛<span lang="EN-US">!</span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><span lang="EN-US">”</span>審查者<span lang="EN-US">”</span>,是帶著自己的標準、視角來看教案的,改出來的是審查者風格的教案,如果這個風格正好是教案競賽的<span lang="EN-US">”</span>評審<span lang="EN-US">”</span>喜歡的,就會獲得好成績,萬一不合評審口味,只能落得叫好不叫座<span lang="EN-US">! </span>每個評審看法不同、每年有不同的評審,所以,我覺得去猜測、迎合評審者的好惡,是一場純靠運氣的賭博<span lang="EN-US">!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">但是<span lang="EN-US">”</span>審查者<span lang="EN-US">”</span>難道不能提供一些客觀的指標、原則供寫作者參考,以產出好教案、好教學設計<span lang="EN-US">?</span>原則當然有,只是原則、指標對產出好教案的幫助不大,通常是說了等於沒說,所以我寧可一對一多討論一些教案,不想花時間去講通則、指標<span lang="EN-US">(</span>我也沒那資格啦<span lang="EN-US">)!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">不過今天我想和大家分享,我自己在改教案時心中的那把尺,作為<span lang="EN-US">”</span>修教案<span lang="EN-US">”</span>的總結<span lang="EN-US">(</span>這計畫也近尾聲了<span lang="EN-US">):<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>教案的初階要求<span lang="EN-US">---</span></b><b>「文字通順」,「格式易讀易懂」</b></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">文字通順應該是最低要求吧,但我看過很多實際教學時很有創意,探究的教學設計,但教案文句讀起來只能說<span lang="EN-US">:</span>我不懂你的明白阿<span lang="EN-US">!</span>但這幾乎是無解的,因為<span lang="EN-US">:</span>老師們完全不覺得他的話、文句是不通順的<span lang="EN-US">!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">至於格式,現在的教案通常有時間、教師活動、學生活動、教具<span lang="EN-US">(</span>教學資源<span lang="EN-US">)..</span>等幾個欄位橫向並排,目的是能對應、了解每個活動的教與學,需要的時間、器材<span lang="EN-US">…</span>等。但實際寫成教案時,你會發這是超爛的格式,因為教案內容很難橫向對齊,如<span lang="EN-US">:</span>時間欄<span lang="EN-US">:</span>只需<span lang="EN-US">3</span>個字<span lang="EN-US">(</span>如<span lang="EN-US">:</span>五分鐘<span lang="EN-US">)</span>,教學活動欄,可能幾百字,落落長<span lang="EN-US">…20</span>行,而相對應的學生活動欄,也許只是<span lang="EN-US">10</span>幾個字,<span lang="EN-US">(</span>如<span lang="EN-US">:</span>學生專心聽講<span lang="EN-US">)</span>,常常是教學活動已經密密麻麻寫到下一頁了,而學生活動欄則只有空虛的、天女散花式的撒落幾個字,根本無法對照、比較<span lang="EN-US">! </span>看個教案要上下左右移動去找對應項目,真是上窮碧落下黃泉啊<span lang="EN-US">!!</span>改變教案格式是我目前在做的事,在未改變前,我會建議<span lang="EN-US">:</span>可以用明顯的分段、編碼等方式,讓閱讀的人知道該去哪裡找相對應的內容。這是我修改教案時提出的最明確準則<span lang="EN-US">!!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>教案的進階要求<span lang="EN-US">:</span></b><b>教或學習活動安排要有情境、有脈絡,有邏輯</b></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">這準則出自總綱,大家應該耳熟能詳,但做起來就不是那麼回事了<span lang="EN-US">!</span>我看到的是<span lang="EN-US">:</span>老師的生活情境,對學生而言往往是天方夜譚,老師腦中的邏輯<span lang="EN-US">(</span>如果有<span lang="EN-US">)</span>常常把學生帶入迷宮,而<span lang="EN-US">45</span>分鐘的教案,開頭的前<span lang="EN-US">5</span>分鐘和結尾的最後<span lang="EN-US">5</span>分鐘,根本是完全不相干的事,中間也是區塊呈現沒有連結。<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>教案的高階、終極要求<span lang="EN-US">---</span></b>要有探究的味道,要能促進學生思考,自主學習,要兼顧<span lang="EN-US">A</span>、<span lang="EN-US">S</span>、<span lang="EN-US">K…<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">這就更形而上了,<span lang="EN-US">”</span>探究<span lang="EN-US">”</span>、<span lang="EN-US">”</span>素養<span lang="EN-US">”</span>、<span lang="EN-US">”</span>思考<span lang="EN-US">” </span>、<span lang="EN-US">”</span>自主<span lang="EN-US">”</span>這幾個名詞早已引得百家爭鳴,各自解讀。有人忙著取得話語權,有人盲著決定要跟隨的對象,其實,越是核心的價值越不是誰說了算,越是重要的東西越是不能以指標來衡量<span lang="EN-US">!<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>特斯拉反手冊的手冊</b>說<span lang="EN-US">:….</span></span></p><p class="MsoNormal"><span style="font-family: inherit;">...手冊中找不到政策和規則,因為<span lang="EN-US">….</span></span><span style="font-family: inherit;">政策和規則告訴你底線是什麼,它們會在你被解僱前告訴你,自己的表現可以有多差。</span></p><p class="MsoNormal"><span style="font-family: inherit;">.....</span><span style="font-family: inherit;">特斯拉要的是</span><span lang="EN-US" style="font-family: inherit;">,</span><span style="font-family: inherit;">那些喜歡每天都把自己推向最高水平的優秀人才</span></p>
<p class="MsoNormal"><span style="font-family: inherit;">也許哪一天,老師在做教學設計時能不再追求指標,而是每次都設法把自己推向更高水準<span lang="EN-US">!!<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="font-family: inherit;">學習歷程檔案審查者<span lang="EN-US"><o:p></o:p></span></span></b></p>
<p class="MsoNormal"><span style="font-family: inherit;">我會寫這些,其實是對另一件事有感而發。寫教案者<span lang="EN-US">/</span>教練<span lang="EN-US">(</span>審查者<span lang="EN-US">)/</span>評審 的關係,如果換成 準備學習歷程檔案者<span lang="EN-US">/ </span>教練、專家<span lang="EN-US">/ </span>大學端審查者 ,是不是一樣的情形<span lang="EN-US">?<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">看著高中生、老師、家長忙著參加各種<span lang="EN-US">”</span>學習歷程檔案<span lang="EN-US">”</span>相關的講座、研習<span lang="EN-US">…</span>,無非就是希望找到學習歷程檔案準則、指標,我不禁想<span lang="EN-US">:</span>提供這些準則、指標的教練、專家,和我一樣,是用他自己的標準、視角去看學習歷程檔案,這標準和學生要去的科系的審查者是一樣的嗎<span lang="EN-US">?</span>還是南轅北轍<span lang="EN-US">?</span>這準則是加分或扣分<span lang="EN-US">(</span>我自己的標準常和教案評審教授不同,而害學員的作品被評低分<span lang="EN-US">)?</span>這是一場操之在人的賭注阿<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>與其問審查者要看什麼,不如問<span lang="EN-US">:</span></b><b>我要讓審查者看什麼<span lang="EN-US">!!<o:p></o:p></span></b></span></p>
<p class="MsoNormal"><span style="font-family: inherit;">去猜測、打聽評審者的好惡,其實<span lang="EN-US">CP</span>值非常低,是很冒險的做法<span lang="EN-US">!</span>那我們要怎樣準備教案或學習歷程檔案<span lang="EN-US">?</span>我想,除了初階要求<span lang="EN-US">---</span>「文字通順」,「格式易讀易懂」外,要成為優秀、卓越、能打動人的作品,重點不是「審查者要看什麼」,而是「我要讓審查者看什麼」<span lang="EN-US">:</span>怎樣把你自己的想法、特色做出來,讓評審者認識這樣的你<span lang="EN-US">(</span>或教案<span lang="EN-US">)</span>,才能讓雙方都各得所需<span lang="EN-US">:</span>學校找到合適的人才<span lang="EN-US">(</span>好教案<span lang="EN-US">)</span>,學生找到適合發展的科系<span lang="EN-US">(</span>教案得到認可、推廣<span lang="EN-US">)</span></span></p>
<span style="font-family: inherit;">以我的做法為例<span lang="EN-US">:</span>明知探究教案的指標是<span lang="EN-US">:</span>這個教案最好有完整的探究過程,如<span lang="EN-US">po/pe/pa/pc</span>,但我覺得其實一或二堂課不需要、不容易甚至不可能是一個完整的探究過程,一或二堂課可以是很深入的觀察與定題<span lang="EN-US">(po)</span>,加一些推理論證<span lang="EN-US">(tr)</span>,或只是建立模型<span lang="EN-US">(tm)</span>的過程,數據處理<span lang="EN-US">(pa)</span>也不是一定要畫統計圖<span lang="EN-US">…</span>,我會鼓勵我的組員們,不要管評審指標,把自己的想法、作法寫出來,讓評審看到不同的可能性<span lang="EN-US">!</span>是我決定要讓評審看什麼而不是評審決定我要寫什麼<span lang="EN-US">! </span>這也是一場賭注,如果評審能接受,就有機會修改現有指標,這樣對雙方都好,當然,如果評審不喜歡,那就<span lang="EN-US">…</span>願賭服輸啊<span lang="EN-US">! </span>至少我掌控了教案,展現了自己</span>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-67209965440459185822020-08-18T14:36:00.003+08:002020-08-18T15:37:12.129+08:00讓科學老師「戴著跨科概念眼鏡」看科學<p> <span style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span style="font-family: georgia;">前兩天看到 侯秋玲老師 在補救教學跨領域閱讀教材推廣研習的貼文:分享書,談科學:用兒童文學探索「尺度」概念 。</span></span><span style="background-color: white; color: #1d2129; font-family: georgia; white-space: pre-wrap;">又想起來2年前,</span><span style="background-color: white; font-family: georgia; white-space: pre-wrap;"><span style="color: #990000;">分享書,談科學:用兒童文學探索科學概念 </span></span><span style="background-color: white; color: #1d2129; font-family: georgia; white-space: pre-wrap;">這本書帶給我的驚艷!</span></p><div data-block="true" data-editor="j5q3" data-offset-key="6smdt-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="6smdt-0-0" style="direction: ltr; position: relative;"><span data-offset-key="6smdt-0-0"><span style="font-family: georgia;">當初,一看到書名,腦中浮出一堆疑惑,如(1)分享書---表示這是一本會介紹各種書的書?是一本在推薦繪本類的 科學書、童話文學書嗎? (2) 用兒童文學探索科學概念---這是以兒童文學為主還是科學概念為主?是要教我們在兒童文學內理解科學概念,還是用科學概念去理解兒童文學? (3) 這是給誰看的書?是兒童? (國小)語文科教師? (國小)自然科教師?家長? </span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="bsb1a-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="bsb1a-0-0" style="direction: ltr; position: relative;"><span style="font-family: georgia;"><span data-offset-key="bsb1a-0-0">雖然是一堆疑惑,但因為之前讀過另一本 </span><span class="_247o" data-offset-key="bsb1a-1-0" style="background-color: #dce6f8;"><span data-offset-key="bsb1a-1-0"><span data-text="true">Shu Wen Liu</span></span></span><span data-offset-key="bsb1a-2-0"> 教授翻譯的 繪本科學課:用繪本引導K-5兒童探究科學 ,打開我的科學教學、課程設計的另一扇窗,所以這次對同一團隊的作品,就手刀買了!!</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="1a2ib-0-0" style="background-color: white; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="1a2ib-0-0" style="direction: ltr; position: relative;"><span style="color: #cc0000; font-family: georgia;">欲罷不能的書</span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="dsn1i-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="dsn1i-0-0" style="direction: ltr; position: relative;"><span data-offset-key="dsn1i-0-0"><span style="font-family: georgia;">兩年前,書到之後,心想應該可以一口氣看完,翻了幾頁,卻發現這是”欲罷不能”的書:無法一次就作罷(看完),且不會看完一遍就作罷,是要隨時再就其中某一單元、某一個表…看N遍的書。當時看完(翻完)後,激動地在臉書寫下:</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="3nr4n-0-0" style="color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="3nr4n-0-0" style="direction: ltr; position: relative;"><span data-offset-key="3nr4n-0-0" style="background-color: #cfe2f3;"><span style="font-family: georgia;">回到家,收到書,這是看Shu Wen Liu老師分享而買的書,真的很驚艷,原來人家的兒童文學可以這樣談科學,完全以跨科概念為單元,我號稱是科學教師,但「跨科概念」還是這兩年因為寫模組才稍有接觸,人家從兒童開始就以跨科概念在學習....我們還有很多努力空間(等8月忙完要好好研讀)</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="5a3jv-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="5a3jv-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5a3jv-0-0"><span style="font-family: georgia;">之後,我真的有好好讀,讀很久---當時我和小p老師合寫完成跨科概念模組:物質與能量,但在看了書中對物質與能量的觀點切入,教學引導後,參考書裡面對這個跨科概念的處理方式 (這次是一字一句,好好研究),又重寫了不一樣的能量單元(寫完就冰在冷凍庫中….是不是應該翻出來教教看…)!!</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="3t9sa-0-0" style="background-color: white; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="3t9sa-0-0" style="direction: ltr; position: relative;"><span style="color: #cc0000;"><span data-offset-key="3t9sa-0-0"><span style="font-family: georgia;">讓語文老師「帶著科學腦生活</span></span><span style="font-family: georgia;">」</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="6enea-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="6enea-0-0" style="direction: ltr; position: relative;"><span data-offset-key="6enea-0-0"><span style="font-family: georgia;">以前我一直認為”不要寄望語文老師教科學閱讀,他們會把科學教成語文”,但是這本書讓我重新思考,如果語文老師帶領科學閱讀的重點不是書中的科學概念,或重點擷取、段落大意…而是教學生把 「帶著作家腦生活」轉變為「帶著科學腦生活」,像科學家一般思考、對話、討論、解決問題…那麼在學生最有興趣的繪本、文學中,科學概念是否更能自然進入讀者的腦中?</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="ca98t-0-0" style="background-color: white; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="ca98t-0-0" style="direction: ltr; position: relative;"><span data-offset-key="ca98t-0-0"><span style="color: #cc0000; font-family: georgia;">讓科學老師「戴著跨科概念眼鏡」看科學</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="7ur2l-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="7ur2l-0-0" style="direction: ltr; position: relative;"><span data-offset-key="7ur2l-0-0"><span style="font-family: georgia;"> “跨科概念”是108課綱自然科領域的”新設計”,國小的學習內容是以7個跨科概念展開,國中是分科為主,跨科為輔---每學期有1/6節數(單元)是跨科概念、跨科主題!!領綱中還提供了尺度、能量和永續經由三個跨科主題供參考,這是基於殘酷的事實----”跨科概念”這個本來存在自然界的事實,卻是自然科學老師很陌生、無知的存在。看看已經出版的七年級自然科學教科書中的跨科主題,明顯宣示---我們離跨科還很遠!!跨不過去啊!!</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="5pvaj-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;">這本書提供一個很好的切入點:不是教你從童話文學中找出某一個事件,然後用科學概念來解讀他(如,西遊記裡的千里眼、順風耳,在科學上可以怎樣解釋).,而是---</span></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;">先提示跨科念的主要內涵,如「尺度」有兩個重要內涵: 1尺寸是「相對的」,如照片中的一朵花,你無法判斷他是大還是小,但若放上10元硬幣,我們就能相對比較出花的大小。2尺度是一個連續體,中間是我們習以為常,五官可觀察、可量測的尺度,往左是漸小,往右是漸大,越往兩極就會大到或小到我們沒有辦法感受到「它」的存在,變成微觀尺度和巨觀尺度。</span></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;">然後書中會教你怎樣拿尺度去看、讀童話中的事務,如「金髮姑娘和三隻熊的故事」可以變成下表:</span></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKUW9aUE4oLmy2w-LPW_8peIVWxuT0JmFvBi_abI1dEyLmxZMRiZVYmukC8IV1m9jQScSLzKt0w_49cgLoFkwLG4osgp6g8YfDUx4p7K44ncNYM6f2qhTBMX8S-4CGX2tnvCTssmsr7BBu/s1219/%25E8%25A1%25A81.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="934" data-original-width="1219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKUW9aUE4oLmy2w-LPW_8peIVWxuT0JmFvBi_abI1dEyLmxZMRiZVYmukC8IV1m9jQScSLzKt0w_49cgLoFkwLG4osgp6g8YfDUx4p7K44ncNYM6f2qhTBMX8S-4CGX2tnvCTssmsr7BBu/s640/%25E8%25A1%25A81.jpg" width="640" /></a></div></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;">這是多麼令寫過尺度模組的生物老師感動啊!!</span></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;"><br /></span></span></div><div class="_1mf _1mj" data-offset-key="5pvaj-0-0" style="direction: ltr; position: relative;"><span data-offset-key="5pvaj-0-0"><span style="font-family: georgia;">書中就每個跨科概念都介紹了很多本書,當我們發現原來我們熟悉的童話故事中竟隱藏這麼多科學概念的脈絡,真是打開了另一隻眼!</span></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="29pc2-0-0" style="background-color: white; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="29pc2-0-0" style="color: #1d2129; direction: ltr; position: relative;"><span data-offset-key="29pc2-0-0"><span style="font-family: georgia;">這本書有一個更重要的設計---談科學小題示之類的單元,讓老師知道,如何在所介紹的書中發現跨科概念的蛛絲馬跡!</span></span><span style="font-family: georgia;">這不只對語文老師有用,對自然科學老師也很有幫助呢!!我覺得這本書可以成為科學老師的跨科概念眼鏡,讓科學老師戴著跨科概念眼鏡重新看科學。<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8oZg4ADjJ7IgTwcWhhGFbu9e5n9Tmx3OuGYp9nbQY9jVDD6WidNcpFmYkRqTeGM8QBIQyPcRSrsyRav6vC6s-HitMlLGXDoVeWj74cqGZBuldHUU-P_2DT1KGrkZ3IGQSgzga-_a9mqNP/s2048/118048707_354235725596481_8228177434052295765_n.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8oZg4ADjJ7IgTwcWhhGFbu9e5n9Tmx3OuGYp9nbQY9jVDD6WidNcpFmYkRqTeGM8QBIQyPcRSrsyRav6vC6s-HitMlLGXDoVeWj74cqGZBuldHUU-P_2DT1KGrkZ3IGQSgzga-_a9mqNP/w400-h300/118048707_354235725596481_8228177434052295765_n.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: georgia; text-align: left;"><span style="color: #1d2129;">針對我一開始的疑問:這是一本什麼樣的書?這是一本分享很多書的書,他</span><span style="color: #cc0000;">教</span></span><span data-offset-key="3t9sa-0-0" style="color: #cc0000; text-align: left;"><span style="font-family: georgia;">語文老師帶著科學腦生活</span></span><span style="color: #cc0000; font-family: georgia; text-align: left;">,教科學老師</span><span style="color: #cc0000; font-family: georgia; text-align: left;">戴著跨科概念眼鏡看科學,教家長用語文、科學、閱讀陪孩子探索世</span><span style="color: #cc0000; text-align: left;">界!!</span></div></span></div></div><div data-block="true" data-editor="j5q3" data-offset-key="29pc2-0-0" style="background-color: white; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="29pc2-0-0" style="direction: ltr; position: relative;"><span style="color: #1d2129; font-family: georgia;"><br /></span></div><div class="_1mf _1mj" data-offset-key="29pc2-0-0" style="direction: ltr; position: relative;"><span style="color: #1d2129; font-family: georgia;">可能因為觀念和做法都太新了,沒經過消化無法推薦(我就是這樣),所以知名度不高,還好,現在有一篇導讀----</span><span style="color: #1d2129; font-family: georgia;"><a href="https://www.ntsec.edu.tw/LiveSupply-Content.aspx?cat=15571&a=6829&fld=&key=&isd=1&icop=10&p=1&lsid=15572">分享書,談科學:用兒童文學探索尺度概念</a></span><span style="color: #1d2129; font-family: georgia;">,希望能幫助更多人認識他!!</span></div><div class="_1mf _1mj" data-offset-key="29pc2-0-0" style="direction: ltr; position: relative;"><span style="color: #1d2129; font-family: georgia;"><br /></span></div></div>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com1tag:blogger.com,1999:blog-1731902099667890189.post-7172841248235418112020-08-02T23:21:00.002+08:002020-08-03T06:59:20.300+08:00噗浪年會12 心得-2,業界講師能,我們能不能?<p class="MsoNormal" style="text-align: left;"><span>這次噗浪年會</span><span lang="">12</span><span>,最震撼、最瘋狂、聲量、溫度最高的課,絕對是業界三巨頭帶來的課</span><span lang="">---</span><span>林明璋老師(</span><span lang="">MJ</span><span>老師)的理財課、許榮哲老師的故事行銷課、</span><span lang="" style="background: white; color: #424242; font-family: verdana, sans-serif; font-size: 10pt;"> </span><span>謝文憲</span><span lang="">(</span><span>憲哥</span><span lang="">)</span><span>老師的說出影響力</span><span lang="">!! </span><span>經大家的課中、課後轉播、分享,讓沒跟上課的噗友們扼腕不已</span><span lang="">!!</span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">身為老師都知道,「課」是一期一會的,你不會第二次上到相同的課,畢竟學員不同,現場氣氛不同,即使是相同講師,相同主題、甚至相同的投影片,講出來的就是不同</span><span lang="">(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">這是要讓沒跟到課的人搥心肝就對了</span><span lang="">)</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">。但是,身為老師,在激情</span>、<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">讚嘆過後,我們要靜下來想想</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">「業界講師能,我們能不能</span><span lang="">? </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">」</span></p>
<p class="MsoNormal" style="text-align: left;"><b style="mso-bidi-font-weight: normal;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">哥教的不是技術,是心法</span><span lang=""><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">說真的,這三堂課讓我想起我初入教育界時,有一次員工自強活動</span><span lang="">(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">別懷疑,當年</span><span lang="">…</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">每年都有這種活動,懷念阿</span><span lang="">)</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,整車老師被拉去休息站看</span><span lang="">"</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">賣藥</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,去之前大家都說</span><span lang="">: </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">「好啦,配合一下導遊小姐,你不要買就好啊」,但結果是,幾乎每個老師都大包小包帶出來,還笑咪咪的</span><span lang="">!!</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">當時我就在想</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">老師要是有他們的說話功力,何懼學生不買單</span><span lang="">?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">記得那時電視、廣播節目</span><span lang="">(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">古老年代</span><span lang="">)</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">也有一些股票分析師,很會講</span><span lang="">...</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,所以我當時花了一些時間去看、去聽、去分析話術,立志要練成</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">賣膏藥</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">分析師</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">的功力</span><span lang="">!</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">不過,沒多久我就醒悟了,教學不是賣膏藥,不是要騙、說服學生買知識,我們是要教學生思考、判斷,找到獲取知識的方法,教學不能只靠一張嘴能說善道,所以就沒再去練這些了</span><span lang="">(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">自誇一下,其實我本來也算挺能說的</span><span lang="">)!</span></p><p class="MsoNormal" style="text-align: left;"><span lang="">3</span><span>位業界講師的課,能讓我想起這段,是因為他們的演說技巧真的太強,超越當初</span><span lang="">”</span><span>賣膏藥</span><span lang="">”</span><span>的氣氛,但是,我會以他們為對象來寫紀錄,是覺得他們的課有值得學習、能幫到老師的點</span><span lang="">:</span><span>他們都不約而同強調</span><span lang="">---“</span><span>技術</span><span lang="">”</span><span>只是基本要求,要真正能影響人,靠的是</span><span lang="">”</span><span>信念</span><span lang="">”!!</span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">憲哥說,麥克風加信念就能改變世界</span><span lang="">(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">圖</span><span lang="">)</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,讓很多老師反思</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我身為老師的信念是什麼</span><span lang="">?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">最後這張</span><span lang="">IF NOT ME WHO</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,</span><span lang="">IF NOT NOW WHEN?(</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">圖</span><span lang="">)的 </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">投影片</span><span lang="">,</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">變成老師對自己的反問了</span><span lang="">!!</span></p><p class="MsoNormal" style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/T931CXuuOLxY43c-bydNn4mZUqXYKT8DKzZyFnaLVmBFGLEtOS4bvAxi8tyQ7qcMqygoeYlyy-vGfh9DpOAoNmneJJmyUOEqDHdNNtVDIrCodI5S3Z3p3M7rAU4Rs_u9vg7ctazeYV93fegdu08JkiVZct6ybQpxUCnTu8XbKyj_otivVpM9IQ3Zw9aHJXKr9i76vd3stWjih_NNeHLN3WVynDGcB2ToO2ZqTPuMtwhnWaYVY8pFl6-gEd3lh3Hs9S4UP44LoSlUh-DYiTWdo8dute7MOmEDLHNtRg6imDCs1W7yf9SqtMlU6spkdctDyh2ZyXpFrVrCEDkVAyha7ecxqUhpfmvqVzE-TomJiJW37lK6j-Y-2JE3_t6zsWi_wnQ2f1OnvAfF7KJC638VTpFmzcdUIyyIquE9552zFZwkW2zI8UW8DmmfYcGqsfW5e7uCUtzMy5QssbP1Z6Gb9ZbgHmoztB8XfvDz0OEvKONnWDqU4YfqZbVJDHYhpL0VPdbTkwz8vHD4hXCQhl_UH_kWOcJOYzFmnhVZ1-Aul__FIdniH3d-7GFY7Lj1yF9XXSLZrjB_TEeiWjAw4kd0gFw08BfOuuGM7njpTi1iH5YJ_yicFEHrHK67srMKn_Qjdvkbfu2xtXdJZQlo8b-Ir0_kSKEnHtii2D83Ena6wpxrxu4GIpwtyX1BVtEtrwU=s2502-no?authuser=1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1876" data-original-width="2502" height="240" src="https://1.bp.blogspot.com/T931CXuuOLxY43c-bydNn4mZUqXYKT8DKzZyFnaLVmBFGLEtOS4bvAxi8tyQ7qcMqygoeYlyy-vGfh9DpOAoNmneJJmyUOEqDHdNNtVDIrCodI5S3Z3p3M7rAU4Rs_u9vg7ctazeYV93fegdu08JkiVZct6ybQpxUCnTu8XbKyj_otivVpM9IQ3Zw9aHJXKr9i76vd3stWjih_NNeHLN3WVynDGcB2ToO2ZqTPuMtwhnWaYVY8pFl6-gEd3lh3Hs9S4UP44LoSlUh-DYiTWdo8dute7MOmEDLHNtRg6imDCs1W7yf9SqtMlU6spkdctDyh2ZyXpFrVrCEDkVAyha7ecxqUhpfmvqVzE-TomJiJW37lK6j-Y-2JE3_t6zsWi_wnQ2f1OnvAfF7KJC638VTpFmzcdUIyyIquE9552zFZwkW2zI8UW8DmmfYcGqsfW5e7uCUtzMy5QssbP1Z6Gb9ZbgHmoztB8XfvDz0OEvKONnWDqU4YfqZbVJDHYhpL0VPdbTkwz8vHD4hXCQhl_UH_kWOcJOYzFmnhVZ1-Aul__FIdniH3d-7GFY7Lj1yF9XXSLZrjB_TEeiWjAw4kd0gFw08BfOuuGM7njpTi1iH5YJ_yicFEHrHK67srMKn_Qjdvkbfu2xtXdJZQlo8b-Ir0_kSKEnHtii2D83Ena6wpxrxu4GIpwtyX1BVtEtrwU=w320-h240?authuser=1" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNQl1jf0PtKGJ-CwH1RDRVYhKKxFZG97Y0H5UNF90nhBiYNm1QUU96Mh6_4zrvg-fteEZCjAKC6c3lW_WvDs0ixXs8oaguLIPVlcWFVT5jY-PhrD8yHXXTgjU6UABXZN6ZgATDnxngEFSw/s2048/IMG_3317+%25281%2529.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNQl1jf0PtKGJ-CwH1RDRVYhKKxFZG97Y0H5UNF90nhBiYNm1QUU96Mh6_4zrvg-fteEZCjAKC6c3lW_WvDs0ixXs8oaguLIPVlcWFVT5jY-PhrD8yHXXTgjU6UABXZN6ZgATDnxngEFSw/w320-h240/IMG_3317+%25281%2529.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><span><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span>榮哲老師用</span><span lang="">"</span><span>小女生說故事</span><span lang="">”</span><span>的例子,讓老師們經歷</span><span lang="">:</span><span>我記憶力不好、我不會說故事的挫折與恐懼,然後教老師說故事的靶心人法則</span><span lang="">(</span><span>圖</span><span lang="">)</span><span>,語重心長的告訴老師,當老師可以做很多好事、發揮影響力,如果你能幫助那個沒信心、不會說故事的小女孩,創造出屬於他自己的故事,你可能從此改變了小女孩的一生</span><span lang="">!!當</span><span>我把那張</span><span lang="">”</span><span>記憶力越差,創造力越好</span><span lang="">”</span><span>的投影片分享到臉書,馬上引來一堆老師說</span><span lang="">:</span><span>我有被鼓勵到、原來我創造力這麼好</span><span lang="">…</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxqDG9bazH1kKMy0nwQCfHNjoLm0PtE1NOp0wKSwWSXt0cqfjR8vs8Majkb4Sh-LdtlTXWAA2MoLIcrcFpDb9h-FkiOild6VAJPqvss1YhLlkiKtademNLkjQnV_fudaF9aEyFnjcIVWmC/s2048/IMG_3282.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxqDG9bazH1kKMy0nwQCfHNjoLm0PtE1NOp0wKSwWSXt0cqfjR8vs8Majkb4Sh-LdtlTXWAA2MoLIcrcFpDb9h-FkiOild6VAJPqvss1YhLlkiKtademNLkjQnV_fudaF9aEyFnjcIVWmC/w320-h240/IMG_3282.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTaYbt1LA4nntpPsrYUcev9sxTM-riPitgA7zqSuhskgDJzOOobVoSFqW-KBEn_aETLEnEJvMXk3lRNSTHY0KashCPS9IeQdhzOHPgIFqL4VZ7AY25JCfLjSl6nNqnRpbjKudiCpAzLLyB/s2048/IMG_3281.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTaYbt1LA4nntpPsrYUcev9sxTM-riPitgA7zqSuhskgDJzOOobVoSFqW-KBEn_aETLEnEJvMXk3lRNSTHY0KashCPS9IeQdhzOHPgIFqL4VZ7AY25JCfLjSl6nNqnRpbjKudiCpAzLLyB/w320-h240/IMG_3281.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div>而和教學理念、信念最無關的理財課,明樟老師也可以用時做投資教你一些心法:如要有基本常識才能保護財富(利潤太高的投資,絕對有問題)、要做好功課才能入市…,而且他也用自己破產的經歷告訴我們人在得意與落魄時該做的事!!</div><div><font color="#cc0000"><br /></font></div><div><font color="#cc0000">如果只是"技術”</font>---不管是演講的技術或說故事的技巧或財報數字的能力,都<font color="#cc0000">是可以被取代的</font>。<font color="#cc0000">有信念、理念、想法才能獨一無二。老師們要學的不是話術,而是怎樣讓自己的教育理念,讓學生、同事、家長...聽見、看見、認同,進而發生影響力。</font></div>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><b>實作是王道</b></span><span lang=""><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">大家應該有發現,</span><span lang="">3</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">個名嘴,那麼能說善道,但他們都有很多讓學生實作的活動,如:</span>理財課有精緻的籌碼,讓學員透過老師設定的情境、問題,實際操作投資,體會賺大錢或破產的經驗。<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">說故事課,讓學員</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">聽故事、說故事、再說一遍故事</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,也讓學員現場實作怎樣用品牌來推銷自己。而憲哥的說出影響力,從頭到尾就是讓學生跟著他的問題,不斷的討論、爭論、做決定,發表</span><span lang="">…</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">然後高聲歡呼或捶胸頓足,整個會場比演唱會還瘋狂。</span></p><p class="MsoNormal" style="text-align: left;"><span>難道這些活動只是用來製造歡樂氣氛、避免打瞌睡</span><span lang="">?</span><span>或只是讓老師偷懶,不用講太多</span><span lang="">?</span><span>其實,一個具有老師身分的學生,應該可以看得出來講師的教學策略,看得出<font color="#cc0000">每一個活動,都是關鍵提問,都導向特定的學習目標,是用來串起學習脈絡,激發學習的熱情的情境。</font></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">想一想,身為老師的我們,</span><font color="#cc0000"><span lang="">"</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">話術</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">有比這三位講師高嗎</span><span lang="">?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">要教的內容有比這些課程有趣、實用嗎</span><span lang="">?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我們的學生有比扮演學員的我們更好學、更聰穎</span><span lang="">?</span></font><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如果都沒有,那<font color="#cc0000">我們為何要堅持講好、講滿一整堂</font></span><font color="#cc0000"><span lang="">?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我們為何不設計一些實作活動讓學生在實做中學習</span><span lang="">?</span></font><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">當我們抱怨學生學習動機太低時,是否有想到我們的講課太無聊,太無用</span><span lang="">?<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><b>形象的建立</b></span><span lang=""><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">三位講師,都毫不謙虛的彰顯自己的形象,理財老師說</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我一年只接</span><span lang="">12</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">場演講、我的學生在上過課後,賺了</span><span lang="">xx</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">億元</span><span lang="">…</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">反正聽完演講你對老師的認識是</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">這個老師很權威、演講費是我們付不起的,有聽到有賺到</span><span lang="">!! </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">說故事老師一開始就說,認識我的人都知道</span><span lang="">:</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我是天才、最後才告訴我們相信自己是天才,比真的天才更重要</span><span lang="">(</span><span>圖</span><span lang="">)</span><span lang="">…</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,而憲哥更是一開始就用一張投影片</span><span lang="">(</span><span>圖</span><span lang="">)</span><span>,</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">把作家、暢銷書作者、名主播、兩岸知名企業講師、運動瘋狂愛好者</span><span lang="">…</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等形象,鮮明的投進學員的眼中,將近</span><span lang="">2</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">小時的演講中又不斷的增強這個印象,我想,聽過演講後的很長一段時間,學員們都會記得:強國要先強體育、體育很重要、憲哥要拍電影了,一定要去看</span><span lang="">…<o:p></o:p></span></p><p class="MsoNormal" style="text-align: left;">講師們用溝通的通俗法則,讓我們聽得懂、記得住,所以我們都在幫講師"傳出去",真正是得高分、發揮影響力的好投資!</p><p class="MsoNormal" style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg54r1OLa_mCb_ULremWf-5fOLojoQ2NTrbenvrwiE0VCF3TM92RhgShHt5rj3dHtD0gHB5-8Kt43_HY5tzrWRhXFrb2MugTf7GZNpRPzwkdKyWCAA-Pie1sXrNzFGAOcXVHcD4LIIGPwus/s2048/IMG_3290+%25281%2529.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg54r1OLa_mCb_ULremWf-5fOLojoQ2NTrbenvrwiE0VCF3TM92RhgShHt5rj3dHtD0gHB5-8Kt43_HY5tzrWRhXFrb2MugTf7GZNpRPzwkdKyWCAA-Pie1sXrNzFGAOcXVHcD4LIIGPwus/w320-h240/IMG_3290+%25281%2529.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAnLTy6964UYVtkotavWXq1mufHy5Dkx7bvSUCZrYfKtuHZ__c9LvxRaDI0Q311fN6261WSsYH-_p1dQX10kSKMszjP6fFcQqpKo2ZL_Welnvt7KF_vplEXPn0DmdIsXjHcitQqu3d4-XJ/s2048/IMG_3292.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAnLTy6964UYVtkotavWXq1mufHy5Dkx7bvSUCZrYfKtuHZ__c9LvxRaDI0Q311fN6261WSsYH-_p1dQX10kSKMszjP6fFcQqpKo2ZL_Welnvt7KF_vplEXPn0DmdIsXjHcitQqu3d4-XJ/w320-h240/IMG_3292.jpg" width="320" /></a></div><p class="MsoNormal" style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6_f8379-JnIAX9MVuRLYtvq9FvWZLh1Z6t8pBIf1Fo409JqzX7NWNX6ODhlKjFn4tWYMGKyKyRifBQ5TosvvCNYLtierzyQc2AkKqO-95MVC5kRlCx1qGiBxWCmONlicEp5dJCgXZLHGT/s2048/IMG_3272.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6_f8379-JnIAX9MVuRLYtvq9FvWZLh1Z6t8pBIf1Fo409JqzX7NWNX6ODhlKjFn4tWYMGKyKyRifBQ5TosvvCNYLtierzyQc2AkKqO-95MVC5kRlCx1qGiBxWCmONlicEp5dJCgXZLHGT/w320-h240/IMG_3272.jpg" width="320" /></a></div><p></p><p class="MsoNormal" style="text-align: left;"><span>形塑形象這點讓我反思許久:我也常出去擔任研習的講師,早期,我的簡報第一頁是 標題,副標題是小幾號字的 </span>復興國中吳月鈴@演講單位、時間…,退休後,就只剩下講題+吳月鈴@@演講單位、時間…,我總以為學員要看、聽的是”內容”而不是頭銜...但現在想想,當學員只知道講師名字時,會不會以為主辦單位隨便邀個路人甲來擔任講師?沒頭銜、沒豐功偉績是不是會影響學員對這場研習的”價值感”,覺得自己參加了一場路人甲、歐巴桑講師的研習?也許….應該來把各種頭銜、紀錄整理一下…(其實,不會...,知道與做到的距離.....很長!)</p>
<p class="MsoNormal" style="text-align: left;"><b style="mso-bidi-font-weight: normal;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">教師能不能</span><span lang="">?<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我總在想,一個企業界的講師能在</span><span lang="">200</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">位老師前教學,而且獲得滿堂彩,又能讓老師覺得很有收穫。那麼<font color="#cc0000">一個老師有可能去教育圈以外的場域宣揚、說明你的教育理念、方法嗎</font></span><font color="#cc0000"><span lang="">?會是什麼樣的結果?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">退而求其次,老師能對家長說明新課綱或你的教學理念嗎</span><span lang="">?</span></font><span style="color: #cc0000;">再退一步,老師能在同業公會:</span><span style="color: #cc0000;">同行、</span><span style="color: #cc0000;">同校、同領域的教師面前傳達你的</span><span style="color: #cc0000;">課程設計</span><font color="#cc0000"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,教學理念? 再退一萬步....教師面對學生時,能讓學生有興趣而且有效的學習嗎</span><span lang="">?</span></font></p><p class="MsoNormal" style="text-align: left;"><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">如果答案是不能,那要怎麼變成</span><span lang="">”</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">能</span><span lang="">”?</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">這是這三位業界講師帶給我的終極反思</span><span lang="">!!</span></p>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-88648313438726558212020-06-19T22:56:00.002+08:002020-06-20T08:16:17.466+08:00為課程發聲-從復興國中為海洋發生成果展談起(三)<div class="MsoNormal">
<b><span style="font-family: inherit;">(承-為課程發聲-從復興國中為海洋發生成果展談起(二))</span></b></div>
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<span style="font-family: inherit;"><b>老師方面</b><span lang=""><b>:</b></span></span></div>
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<span style="font-family: inherit;">彈性學習課程是跨領域的</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">這個課程是以七年級自然科學領域為主軸</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">,自然老師怎樣去進行藝術領域、科技領域、國語文領域、社會領域</span><span lang="" style="font-family: inherit;">…</span><span style="font-family: inherit;">等的教學模式或內容</span><span lang="" style="font-family: inherit;">?</span><span style="font-family: inherit;">怎樣讓自然科學領域老師願意、會進行這樣的跨域教學</span><span lang="" style="font-family: inherit;">?</span><span style="font-family: inherit;">怎樣和其他領域的教師合作</span><span lang="" style="font-family: inherit;">?</span><span style="font-family: inherit;">這是發展彈性課程最難的地方。由於我自己在九貫剛開始時也發展過</span><span lang="" style="font-family: inherit;">”</span><span style="font-family: inherit;">科學探究</span><span lang="" style="font-family: inherit;">”</span><span style="font-family: inherit;">的準彈性課程,深知</span><span lang="" style="font-family: inherit;">”</span><span style="font-family: inherit;">形成教師共識</span><span lang="" style="font-family: inherit;">”</span><span style="font-family: inherit;">這件事的艱難,想到當時只是同領域教師都做不好</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">這可以列入那些年我搞碴的事之一</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">,現在要和跨領域教師取得共識,我覺得簡直是不可能的任務,所以開始時我是勸宛青老師</span><span lang="" style="font-family: inherit;">:</span><span style="font-family: inherit;">能做就做,不能做就</span><span lang="" style="font-family: inherit;">…在</span><span style="font-family: inherit;">你自己的課堂做,不要勉強別的老師</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">其實是</span><span lang="" style="font-family: inherit;">…</span><span style="font-family: inherit;">不要自找麻煩</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">,結果,宛青老師竟然辦到了,而且比當初預期的還要跨更大,真是太佩服了</span><span lang="" style="font-family: inherit;">!</span></div>
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<span style="font-family: inherit;">回過頭來看,她是怎麼做到的<span lang="">?</span>當然,復興國中有強大、優秀的團隊<span lang="">(</span>有另<span lang="">2</span>個彈性課程其實比這個更精彩,有機會應該請他們來發表<span lang="">)</span>、這幾年教師社群、共備的氛圍比以前好很多<span lang="">…</span>這些都是優勢,但宛青老師有幾個很重要的做法,也是促使跨域合作、自然老師願意、有能力執行課程的關鍵。這些做法包括<span lang="">:</span></span></div>
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<span style="font-family: inherit;"><b><span style="color: #b51200;">一、我來幫你們...或請你們來幫我...</span></b></span></div>
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<span style="font-family: inherit;">通常各校在發展彈性課程的起手式常是<span lang="">:領頭者(或所謂專家)</span>聚集課程發展核心教師來討論形成共識,</span>領頭者的心態、說詞是:<span style="font-family: inherit;"><span style="color: #b51200;">我是來幫大家生出彈性課程的...</span>。但是老師個人沒看過、沒教過彈性課程,無法想像課程的樣貌,</span><span style="font-family: inherit;">如何生出課程的共識</span><span lang="" style="font-family: inherit;">?</span><span style="font-family: inherit;">老師擅長的從來不是無中生有,而是將現有的作品批改得更好,所以,想要</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">或需要</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">研發課程的老師,不是去邀(逼)老師來一起寫作業,而是寫好作業(課程計畫),</span><span style="font-family: inherit;">去向老師們簡報、說明或直接上一堂體驗課,然後邀請老師們提供寶貴的意見或建議,<span style="color: #b51200;">請老師們幫你一起完成"我們的"作業</span>。基於這個想法,課程計畫</span><span style="font-family: inherit;">完成度為</span><span lang="" style="font-family: inherit;">60~70%</span><span style="font-family: inherit;">是最好的</span><span style="font-family: inherit;">,因為要留給其他老師有批改的空間阿</span><span style="font-family: inherit;">!</span></div>
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<span style="font-family: inherit;">宛青老師的作業</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">課程規劃、想法、作法</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">陸續和自然領域老師和跨域課程小組討論過很多次,也獲得很多寶貴的建議,而且採納了,所以這份作業被批改得更好了。而每個參與的老師也因為改過這份計畫而更認識這個課程,更有參與感,他們不只是這個課程的執行者,更是研發者、規畫者。</span></div>
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<span style="font-family: inherit;">我在展場和授課老師聊了一下,老師說<span lang="">:</span>因為做過很多次共備,知道這個課程的理念和做法,而且在規範中又給老師一些彈性...老師能慢下來,和學生聊課程、做影片<span lang="">…</span>,學生興致高,比較投入,做出的成果也很好,是很有成就感的課程經驗。<span lang=""><o:p></o:p></span></span></div>
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<span style="color: #b51200; font-family: inherit;"><span lang=""><o:p> </o:p></span><b>二、互利共生模式</b></span></div>
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<span style="font-family: inherit;">無論再好的團隊,如果你要人家幫忙的事,只對你的課程有利,別人並不會得到任何好處,也就是片利共生,甚至是寄生,根本很難讓別人投入<span lang="">(</span>就算有,也是下不為例<span lang="">)</span>,一定要互利才能共好,比如,為海洋生物發聲這個成果,設定的是做海報,這時,自然老師拿這個構想去邀請視覺藝術老師,由她教怎麼設計、畫海報,做出來的海報,可以作為一次視覺藝術作業評量<span lang="">…</span>這樣視覺藝術老師會比較願意合作,因為在視覺課可以教海報設計,但主題內容、概念和標語<span lang="">(</span>文案<span lang="">)</span>在彈性課中已學習過,這樣比單純選定或指定一主題,由學生做成海報會有深度多了<span lang="">!</span>所以就演變成 "<span style="background-color: #cccccc;">海報設計、繪畫在視覺課中完成,然後作品做為彈性課程成果展出</span>" 這種雙贏、共好的局面。</span><span style="font-family: inherit;">後來因為成品都不錯,希望學生能挑戰別的呈現方式,也希望更多人看到學生的表現,於是加碼升級成拍攝影片,這時連導師都加入了、而製作成的影片將交給資訊組,資訊組也加入,將成果做成學校網頁教學主題中的一個課程、英語課也配合議題融入進行淨灘、錄製為海洋發聲的主題歌</span><span lang="" style="font-family: inherit;">(708</span><span style="font-family: inherit;">班導師簡興東老師帶領全班作詞,老師作曲、自彈自唱,提供給各班製作影片時使用</span><span lang="" style="font-family: inherit;">)…</span><span style="font-family: inherit;">等、圖書館推動老師參與成果展的場佈、參觀規劃</span><span lang="" style="font-family: inherit;">….</span><span style="font-family: inherit;">等,這些都是因為<span style="background-color: #cccccc;">老師們認同這個課程,覺得自己的加入能讓學生學得更好,也對自己教學或帶班或業務推廣更有利,因而樂意加入、協助的</span>。(復興國中網頁-<a href="http://www.fsjh.ilc.edu.tw/RESOURCE/VideoPlay.asp?ID=1">學生成果影片連結</a>)</span></div>
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<span style="font-family: inherit;">當然,我還是要說復興國中有超強的教師團隊,這是發展彈性課程者的天堂。</span></div>
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<span style="font-family: inherit;"><span lang=""><o:p> </o:p></span><b><span style="color: #b51200;">三、只有一個老師,也可以跨領域</span></b></span></div>
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<span style="font-family: inherit;">第一類彈性學習課程</span><span lang="" style="font-family: inherit;">(</span><span style="font-family: inherit;">主題、議題、專題式統整性課程</span><span lang="" style="font-family: inherit;">)</span><span style="font-family: inherit;">強調的是整合、跨域,很多老師覺得跨域就是</span><span lang="" style="font-family: inherit;">:</span><span style="font-family: inherit;">一個自然老師為了這個課程要學會教藝術</span><span lang="" style="font-family: inherit;">…</span><span style="font-family: inherit;">或學校中需要有不同領域的人來協同教學。</span></div>
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<span style="font-family: inherit;">其實,跨域並不是指在一門課程中有30%數學課程內容、30%美術課</span>程內容<span style="font-family: inherit;">、40%自然課</span>程內容<span style="font-family: inherit;">,也不是一定要由美術、</span>數學、自然<span style="font-family: inherit;">老師共同參與。</span>跨領域強調的是:<span style="color: #b51200;">學習的內容是統整性的</span><span lang="">(</span>如,生活中有那些塑膠品,那些生物授塑膠廢棄物所害、防疫行為會造成環境的負擔嗎<span lang="">?...)</span><span style="color: #b51200;">、學習方法及成果是跨領域的</span>,如<span lang="">:</span>為了呼籲大家愛護地球,我們可能要學會做海報、寫文案、拍影片、作影片剪輯、安排、分配任務、和同學合作、討論<span lang="">…</span>等<span lang="">!這門課也許80%的屬性偏自然,但加了20%其他屬性的成分,就整個融合在一起,而有了不同風貌!</span></div>
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<span lang="">跨領域不是把原來一盤牛排餐改變為一盤牛、羊、豬排各1/3的綜合排餐,跨領域比較像是透過烹調手法或調味料的應用或配菜的加入...使整體的口感、風味、營養價值都提升!!所以原來擅長做牛排的廚師,還是可以以做牛排的廚藝為底,引進其他烹調法、配菜、調味...等而做出全新的餐點。</span></div>
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<span style="font-family: inherit;">如果你是生物老師,你很想在彈性課程中,讓學生用藝術(如繪製海報)的手法來展現學習成果,但學校沒有藝術老師可以加入,那你可能要借助於校內或校外的共備或自學,認識一些"優良海報作品"的範例,用來引導學生。你並不需要去學海報繪製或配色原理或...,因為,學習目標是溝通表達能力而不是海報設計、繪畫能力<span lang="">(</span>那是視覺術的學習表現<span lang="">)</span>。所以一個有統整性內容,能學到跨領域能力、態度的課程,即使全程只由生物老師主導、授課,也無損於跨領域的本質喔<span lang="">!<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b>四、彈性學習課程是體制內學校的實驗課程</b><span lang=""><o:p></o:p></span></span></div>
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<span style="font-family: inherit;">體制內學校的老師常抱怨在體制下要趕進度、有升學壓力<span lang="">…</span>,但這些魔咒在彈性課程下都消失了<span lang="">!</span>老師們可以把一些理想中想做、想教的題材,發展成課程,可以實驗各種不同的教學、評量方法,掙脫體制的束縛<span lang="">!<o:p></o:p></span></span></div>
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<span style="font-family: inherit;">我看到復興國中的彈性學習課程,成就了學生,也改變了老師的教學,教師社群的氣氛<span lang="">…</span>這一切只因老師心中對教育有理想、有想像,並將它付諸動<span lang="">!!<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b>提燈夜行</b><span lang=""><o:p></o:p></span></span></div>
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<span style="font-family: inherit;">當有些學校想著<span lang="">(</span>做著<span lang="">)</span>將彈性學習課程變相加課的時候,仍有另一群老師、學校努力進行彈性課程的研發與實施,大環境是黑暗的,在黑暗中行進,需要一盞點亮的燈,更需要能點亮大家的燈的點燈人<span lang="">!!你的燈點亮了嗎?你是點燈人嗎?</span></span></div>
月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-29526061173590012952020-06-19T22:52:00.004+08:002020-06-20T06:36:39.157+08:00為課程發聲-從復興國中為海洋發生成果展談起(二)(承:為課程發聲-從復興國中為海洋發生成果展談起) <br /><b>學生方面: </b><br />怎樣讓學生在長達一學期的課程中,能保持學習熱忱,願意投入,願意按老師規定交出這麼多作業,甚至做出超出老師要求的成果? <br />以下提供幾個關鍵作法:<div><br /><div><font color="#b51200"><b>一、師生共備:orientation(定位) </b></font><br />要讓學生對一個和升學無關,又不是動手實作型的課程,維持高度學習意願,確實是一般教師,尤其是”考科”教師的挑戰。學生在沒有情境、不知要學什麼、不知學這些東西和生活有何關聯…的情況下,就算老師安排的課程再多元、再有邏輯,學生也是很難投入的!! <br />基於以上認知(經驗),在和課程發展的主要設計者-林宛青老師共備時,我們非常強調orientation(定位)---這是林如章老師在2年前的研習中推薦給我們的日本教學概念,老師把它翻譯為師生共備,這兩年的研習我也一直推廣這理念與作法。師生共備強調:課程的第一節要以有趣、和學生生活經驗相關的題材來導入情境,然後引導學生發想,提出針對這個主題感到有興趣、有疑惑、想學、想做、想深入探討的事,再由老師將這些內容分類,師生一起取捨,決定要做的內容。也就是師、生一起決定課程內容,所以稱為師生共備。經由師生共備,學生在課程開始時已經知道這個課要學什麼,為什麼要學這些,而且主要內容是他們提出來的,也就事學生是在有情境、脈絡下開始學習。 <br />以下三張圖是這個課程師生共備的歷程。<br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6dtnLwCpwxSK1GZntsFDBV21of-xzDmvcneaPVmnuLq0jc-QtAq_WKU0NsPbPsX0vc5KWukonKYrBkWCdZPJXu6o9LPg3TWLpICi4sKu4S03_vx1-__es06Ky1TidxiEpJQ2Cdm3W_gbO/w320-h240/%25E6%258A%2595%25E5%25BD%25B1%25E7%2589%25872.JPG" /></a><br /><br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxVQPY8kGcEdpwXxMCnFcaL96931xvOPFzrd0N0TEei7lOUCMhV666zQC8x8u8P5eFn6X-zWLVc5VJE7jckYhL8NV1A0jwxikwn7BAgzYfFbH1ZQm1bqrZAS-U_J36X8w3bDGEdZMNEIoP/w320-h240/%25E6%258A%2595%25E5%25BD%25B1%25E7%2589%25873.JPG" /></a><br /><br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2q9reeMFIcOu3unFCMqXfnK5agqwiuH1kI7nqs86jsRcmawuJGD8Dr6rVw71aJQvjHRFkOLtLjLBxuyWU9GMGPg4oNJ63nlRH1DBiOE111xGXso-YQAUoWc7Cig5hEyXs7g21zBGnh1fH/w320-h240/%25E6%258A%2595%25E5%25BD%25B1%25E7%2589%25874.JPG" /></a><br /><br /></div><div><font color="#b51200"><b>二、以終為始:課程開始前即已決定評量的任務</b></font><br />這個逆向課程設計的理念,在彈性課程中特別重要,當學生在課程的第一節就知道,最後要做出什麼成果,他們的學習天線會自動打開,隨時搜尋完成這個任務所需的知識、能力甚至態度。也就是學生一直在學習情境中。</div><div>這次行動綠生活課程的總結評量任務在研發階段設定的是無塑園遊會規劃,但因碰到疫情,園遊會取消,<span style="background-color: white; color: #444950; white-space: pre-wrap;"><font face="inherit">所以轉為「一週減塑愛地球」。而"為海洋生物發聲"則是設定為期中成果(形成性評量),並與海洋學校計畫結合,進行海洋展,原本的設定只有靜態的請願書海報與書籍展出,後來因應學生海報成品良好及想讓學生挑戰不同的呈現方式</font></span>,加碼升級成拍攝影片,而製作成的影片將交給資訊組,做成學校網頁教學主題中的一個課程。這一切都來自---以終為始,學生很早就知道、準備好做這個作業!!</div><div><br /><font color="#b51200"><b>三、給每個學生舞台---以成果展取代比賽</b></font><br />在領域(尤其考科)教學中,評量等於評分,等於比高下,所以評量要有”規準”才公平。但是宛青老師在設計這個課程時,很希望讓每個學生都有表現多元智能的機會,注重的是欣賞、多方思考,看見別人的想法…,所以捨棄了比賽,採取了成果展,要求每一個學生都要帶著自己的作品在影片中現身、發聲。</div><div>因為是展覽不是比賽,沒有得獎者,指導老師因此不必”分分計較”,能用不同的視角來看學生的作業。<br />這樣的作法有意外的成效,如有很多學生在課程回饋問卷(學習單)中說:<br /><span style="background-color: #9e9e9e;">學會團隊合作,參與討論的能力,還跟同學增進感情,而且更多活動時間,欣賞彼此的畫作,互相學習…大家都滿意自己的成果也能欣賞別人的作品!<br />(宛青老師說,有些平常不交作業的學生因為這個課程而表現得很積極,完成影片剪輯工作)</span><br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg47Oj_tgg4CsIXLp7Rff16L18yDp7JBeiHSEuyF6qfkhP9hUZAHyAd-wNge27mt_ATKmL3OwsmNxXT-B2fHY1lzf0T05iYoGO10UHw5WD9jZF9TcwN7YRCBF23tjRTN6XvDmIq1A5iF1wr/s320/1.png" /></a><br /><br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbyhtqGfvvPy6wwKJz285RHpeX6EuulNm60Wiq5MOyiWGupU-ftapYWlH-wjb-Flb4RXedoSp7kb0IE4L6hwCT1urP77nZ1TIKgOWSy_61we25hMM3QeB46RdopmEkp59sOrHT8OeJvdw-/s320/2.png" /></a><br /><br /><a href="https://draft.blogger.com/#"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSZ23ZhKKWgKgzzRX296fcm2H5LuENJoaBgdrwZCHZEM9pbkLsSVYygUwI5Sy9gwORWXsq4l3xvF8g4mzeSJ6N-uyJZ-798rnpdU5Es5Xs9UfjRmcKIk-YW1aj6XIFah5O_9OVkyaAkam5/s320/3.png" /></a></div><div><br /><font color="#b51200"><b> 四、作業在學校完成</b></font><br />彈性課程的作業(成果)要求 實踐力行、活動式、實作的作業,比如做簡報、海報、訪問、甚至是影片等。如果採取課後、回家做好再交上來的方式,一來很難收到作業,二來很不公平(學生家中資源差距太大)。最好的方式是在課堂中完成,課後只是精緻化、加分用的! 比如這次的拍影片攝,可以在課堂內討論、設計腳本,去校園找個場景全班一起拍,完成拍攝後,剪輯等工作再交給指定的學生負責(最好也能在學校,利用學校的電腦完成),這樣做,每一個人都能參與,也較易在指定時間內完成。老師才不必為收不到作業、無法評分而煩惱。</div><div><br />在這樣的理念及執行下,所得到的成果,真的很精采啊!!<br /><br />影片連結 <a href="https://draft.blogger.com/#">復興國中教學主題-為海洋發聲</a></div></div>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com1tag:blogger.com,1999:blog-1731902099667890189.post-4418194643553567262020-06-19T22:27:00.002+08:002020-06-20T07:58:38.644+08:00為課程發聲-從復興國中為海洋發生成果展談起(一)<div class="MsoNormal" style="line-height: 1.15; text-align: left;">
<span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">請花<span lang="" style="line-height: 1.15;">幾</span>分鐘看以下的成果展影片,再任選一班的影片來看,這是宜蘭縣立復興國中七年級本學期彈性學習課程<span lang="" style="line-height: 1.15;">-</span>行動綠生活,的成果發表,展覽定名為<span lang="" style="line-height: 1.15;">:</span>為海洋生物發聲<span lang="" style="line-height: 1.15;">!<o:p></o:p></span></span></span></div>
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*學生成果影片連結 <a href="http://www.fsjh.ilc.edu.tw/RESOURCE/VideoPlay.asp?ID=1">復興國中教學主題-為海洋發聲</a></div>
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<span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">看完影片後我們來個「偽<span lang="" style="line-height: 1.15;">ORID</span>」<span lang="" style="line-height: 1.15;">:</span>我不喜歡套用理論,做得也不道地,但考量大家還算熟悉這個,所以就請用這個當作溝通工具,以下都是模擬當我們在討論時,大家可能提出的回答,希望你在看完後,能把你的看法寫法,在回應處寫下來,使「偽<span lang="" style="line-height: 1.15;">ORID</span>」的討論變得真實一點<span lang="" style="line-height: 1.15;">):<o:p></o:p></span></span></span></div>
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你看到什麼?</b><br />
1在圖書館、為期一週的展覽<br />
2有學生手繪海報(個人作品),有人駐足觀賞、討論。<br />
3有影音作品(全班每一個學生拿自己的作品,說出一句話,集合所有學生的影音而成),很多人擠在這區。邊看邊評論。<br />
4有海洋書籍閱覽區,有學生來翻閱<br />
5有簽名區,簽名可以拿禮物,滿多人簽名。<br />
6有一個投影放映區,要脫鞋才能進,學生坐在地上,聽老師講解、寫學習單。<br />
7學校網頁上有影片連結區<br />
8有淨灘活動,在沙灘上排出FSJH字樣,有空拍影片。<br />
9有不同的老師帶不同的班級進來參觀<br />
10參觀展覽完要寫學習單,有勾選也有問答,問答題的回答,有的學生字體端正,字數多,也有字跡潦草,簡單寫2句話。<br />
11有很多張學生學習單的書寫成果<br />
12背景音樂是男聲、自彈自唱<br />
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<b>你的感受是什麼?(令你印象深刻的是什麼?)</b><br />
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<span style="line-height: 1.15;">1復興國中的學生好厲害啊!!<br />2每一張畫都很有創意<br />3畫上的文案很有意思<br />4看展覽的學生有點吵、很自在、很興奮…沒人無所事事<br />5 老師似乎沒做太多事,很輕鬆阿<br />6學習單的後兩題,不論字跡和字數,內容都很真實、很具體、不誇張…<br />7背景音樂很好聽<br />8有文字、有影片、有淨灘活動…這課程也太豐富、多元了…<br />9展場看起來很舒服,有這樣的圖書館真好</span></div>
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<span style="line-height: 1.15;"><b style="line-height: 1.15;"><span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">令你感動的事</span></span></b></span><b style="line-height: 1.15;"><span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">…</span></span></span></b></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">1</span><span style="line-height: 1.15;">每一個學生的作品都可以展示出來,真是太好了<span lang="" style="line-height: 1.15;">!</span>有些學生可能是第一次被看見吧<span lang="" style="line-height: 1.15;">!<o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">2</span><span style="line-height: 1.15;">學習成果好多元,除了圖文,竟然還拍成影片,有個人作品也有全班共同作品,展現了很多能力、態度阿<span lang="" style="line-height: 1.15;"><o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">3</span><span style="line-height: 1.15;">學習活動很活潑,有討論、實作<span lang="" style="line-height: 1.15;">…</span>學生應該會喜歡這樣的課程吧<span lang="" style="line-height: 1.15;">?<o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">4</span><span style="line-height: 1.15;">從學習活動和成果來看,這課程跨多個領域,有多少不同領域的老師投入<span lang="" style="line-height: 1.15;">?</span>他們是怎樣達成共識,一起合作的<span lang="" style="line-height: 1.15;">?<o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">5</span><span style="line-height: 1.15;">這個課程是怎樣開發出來,執行過程中有遇到那些困難<span lang="" style="line-height: 1.15;">?</span>怎麼克服的<span lang="" style="line-height: 1.15;">?<o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><span lang="" style="line-height: 1.15;">6</span><span style="line-height: 1.15;">怎樣讓學生在長達一學期的課程中,能保持學習熱忱,願意投入,願意做出超出老師要求的成果<span lang="" style="line-height: 1.15;">?<o:p></o:p></span></span></span></div>
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<b><span style="font-family: inherit;">我們可以怎麼做</span><span lang="" style="font-family: inherit; line-height: 1.15;">?</span></b></div>
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<span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">我想這是我最想和大家討論的,因為多數的學校目前都在發展<span lang="" style="line-height: 1.15;">8</span>年級的彈性學習課程<span lang="" style="line-height: 1.15;">(</span>希望是這樣<span lang="" style="line-height: 1.15;">)</span>,如果你喜歡彈性課程最後發展成上面的樣子,甚至超越它,那麼,這個課程發展的歷程,值得參考。<span lang="" style="line-height: 1.15;"><o:p></o:p></span></span></span></div>
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<span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">我們可以分成學生和老師兩方面來看<span lang="" style="line-height: 1.15;">:<o:p></o:p></span></span></span></div>
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<span style="font-family: inherit; line-height: 1.15;"><b style="line-height: 1.15;"><span style="line-height: 1.15;">學生方面<span lang="" style="line-height: 1.15;">:</span></span></b></span><span style="font-family: inherit;">怎樣讓學生在長達一學期的課程中,能保持學習熱忱,願意投入,願意按老師規定交出這麼多作業,甚至做出超出老師要求的成果</span><span lang="" style="font-family: inherit; line-height: 1.15;">?</span></div>
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<span style="font-family: inherit; line-height: 1.15;"><b style="line-height: 1.15;"><span style="line-height: 1.15;">老師方面<span lang="" style="line-height: 1.15;">:</span></span></b></span><span style="font-family: inherit;">彈性學習課程是跨領域的</span><span lang="" style="font-family: inherit; line-height: 1.15;">(</span><span style="font-family: inherit;">這個課程是以七年級自然科學領域為主軸</span><span lang="" style="font-family: inherit; line-height: 1.15;">)</span><span style="font-family: inherit;">,自然老師怎樣去進行藝術領域、社會領域</span><span lang="" style="font-family: inherit; line-height: 1.15;">…</span><span style="font-family: inherit;">等的教學模式或內容</span><span lang="" style="font-family: inherit; line-height: 1.15;">?</span><span style="font-family: inherit;">怎樣讓自然專長的老師願意、有能力進行跨域教學</span><span lang="" style="font-family: inherit; line-height: 1.15;">?</span><span style="font-family: inherit;">怎樣和其他領域的教師合作</span><span lang="" style="font-family: inherit; line-height: 1.15;">?</span></div>
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<span style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">這個課程的發展與執行過程在這兩方面可以提供一些參考</span><span lang="" style="line-height: 1.15;"><span style="font-family: inherit; line-height: 1.15;">!!</span><span style="line-height: 1.15;"><o:p></o:p></span></span></span></div>
<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com1tag:blogger.com,1999:blog-1731902099667890189.post-84365456614501174812020-05-31T16:15:00.000+08:002020-05-31T16:15:32.292+08:00教育的現實與理想---從觀議課談起<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">108</span>課綱執行快<span lang="EN-US">1</span>年了,我們看到很多理想在現實中的變形,如<span lang="EN-US">:</span>彈性學習課程變綁課、會考變成舊綱考題大出清,而今天要講的是和每一個老師、校長都有關的公開課。<span lang="EN-US"><o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><b>觀誰<span lang="EN-US">?</span></b><b>議什麼<span lang="EN-US">?<o:p></o:p></span></b></font></p>
<p class="MsoNormal"><font face="georgia" size="4">課綱落實的關鍵在教師專業能力,所以總綱中特別在<u>柒、實施要點</u>中,列了<u>五、教師專業發展</u>,規範了校長及教師的公開課。總綱說<span lang="EN-US">:</span>為持續提升教學品質與學生學習成效,形塑同儕共學的教學文化,校長及每位教師每學年應在學校或社群整體規劃下,至少公開授課一次,並進行專業回饋。</font></p>
<p class="MsoNormal"><font face="georgia" size="4">可能是因為有明文規定,對象又是所有老師、校長,所以,從總綱公布後,共備、觀課、議課就如火如荼<span lang="EN-US">(</span>其實各縣市注重及實施方式差異很大<span lang="EN-US">)</span>展開,風吹一段時間後,漸漸<span lang="EN-US">…</span>有很多專家不斷提醒現場老師觀議課原則,最主流的是<span lang="EN-US">:</span>「觀課是觀學生不是觀老師」、「議課只陳述看到的事實,不評價」<span lang="EN-US">…<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4">這聽起來像是在說<span lang="EN-US">:<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><font color="#b51200">我們來幫授課老師看一堂課,告訴授課老師學生是怎麼表現的,但不要對授課老師的教學有批評或建議<span lang="EN-US">…</span>這樣做將可以「提升教學品質與學生學習成效,形塑同儕共學的教學文化,<span lang="EN-US">…</span>」</font><span lang="EN-US"><o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><b><span lang="EN-US"> </span></b><b>錄影機是最佳觀課者<span lang="EN-US">?</span></b></font></p>
<p class="MsoNormal"><font face="georgia" size="4">我無法理解這樣的觀課邏輯,如果觀課者記錄、呈現「學生怎麼學」,授課老師就能覺察是「自己的教」出了什麼問題,應該如何改進,那我們在每一組<span lang="EN-US">(</span>甚至每一個學生<span lang="EN-US">)</span>桌上放一台<span lang="EN-US">360</span>度攝錄影機,可以收集的資訊可能更多,又能完全符合觀課原則<span lang="EN-US">---</span>關注觀察學生學習表現,不對教師教學做評價;當一個旁觀者,不涉入學生學習;不影響授課教師的教學<span lang="EN-US">….</span>而且可以做到每一堂課、每一個學生都在<span lang="EN-US">”</span>被觀課<span lang="EN-US">”</span>。<span lang="EN-US"><o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><b><span lang="EN-US"> </span></b><b>務實之道</b></font></p>
<p class="MsoNormal"><font face="georgia" size="4">不過,專家們也不會無故提出這樣的觀、議課原則,我想,這應該是與現實妥協的結果吧<span lang="EN-US">?</span>各縣市開始試行公開課時<span lang="EN-US">(</span>或以前的教學觀摩<span lang="EN-US">)</span>,有太多老師在沒有建立互信、未互相了解
<span lang="EN-US">(</span>沒有經過共備<span lang="EN-US">)</span>、沒有學過如何觀、議課<span lang="EN-US">…</span>的情況下就參與觀議課<span lang="EN-US">(</span>至於為何無法落實共備、無法全面、有效的實施觀、議課的增能,這又是另一回事了<span lang="EN-US">)…</span>然後就出現了<span lang="EN-US">:</span>老師觀課時沒看到重點<span lang="EN-US">(</span>授課老師自己也沒指出教學重點<span lang="EN-US">)</span>、議課時講太多自以為是的批評或建議<span lang="EN-US">…</span>授課者受到打擊、傷害<span lang="EN-US">….</span>等慘案,導致老師更加排斥公開課,於是,專家們為了讓公開課可行,不斷宣導<span lang="EN-US">:</span>看學生不是看老師,講事實、不做評價<span lang="EN-US">…</span>的原則,希望大家收起槍彈,或轉變槍彈對準的目標,降低反彈力道。</font></p>
<p class="MsoNormal"><font face="georgia" size="4">在這個原則下,觀課者要做的事<span lang="EN-US">:</span></font><span style="font-family: georgia; font-size: large;">觀課時,在拿到的觀課紀錄表上,勾幾個項目,寫幾句感謝的話,在議課時說一下</span><span lang="EN-US" style="font-family: georgia; font-size: large;">:</span><span style="font-family: georgia; font-size: large;">我看到學生</span><span lang="EN-US" style="font-family: georgia; font-size: large;">….</span><span style="font-family: georgia; font-size: large;">。授課者要做的事</span><span lang="EN-US" style="font-family: georgia; font-size: large;">:</span><span style="font-family: georgia; font-size: large;">在有觀課者的情況下,上一堂課、之後在議課時回應觀課者</span><span lang="EN-US" style="font-family: georgia; font-size: large;">(</span><span style="font-family: georgia; font-size: large;">或議課者</span><span lang="EN-US" style="font-family: georgia; font-size: large;">)</span><span style="font-family: georgia; font-size: large;">的紀錄或提問,說一下今天學生表現為何比平常好</span><span lang="EN-US" style="font-family: georgia; font-size: large;">(</span><span style="font-family: georgia; font-size: large;">或不好</span><span lang="EN-US" style="font-family: georgia; font-size: large;">)…</span></p>
<p class="MsoNormal"><font face="georgia" size="4">這樣做,真的有助於公開課的推行嗎<span lang="EN-US">?<o:p></o:p></span></font></p>
<p class="MsoNormal"><b><font face="georgia" size="4">達成目標了嗎<span lang="EN-US">?<o:p></o:p></span></font></b></p>
<p class="MsoNormal"><font face="georgia" size="4">上述的做法<span lang="EN-US">(</span>應該很接近教學現場吧<span lang="EN-US">)</span>,真的可以讓學校交出很不錯的公開課達成比例的成績單,但,勞師動眾<span lang="EN-US">(</span>生<span lang="EN-US">)</span>的結果除了達成指標,是否能達成<span lang="EN-US"><b>-</b>--</span>提升教學品質與學生學習成效,形塑同儕共學的教學文化的目標<span lang="EN-US">?<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4">當我們向現實妥協,也許能得出一條可行之道,但若為了上路而忽略理想、目標,最後會不會離目標越遠呢<span lang="EN-US">?</span>當老師必須<span lang="EN-US">”</span>紙上談兵<span lang="EN-US">”</span>、<span lang="EN-US">”</span>行禮如儀<span lang="EN-US">”</span>時,精進的熱忱會不會被消磨掉<span lang="EN-US">?<o:p></o:p></span></font></p>
<p class="MsoNormal"><b><font face="georgia" size="4">現實與理想<span lang="EN-US"><o:p></o:p></span></font></b></p>
<p class="MsoNormal"><font face="georgia" size="4">公開課的折衷作法<span lang="EN-US">(</span>觀學生為主、事實陳述不評價<span lang="EN-US">)讓</span>公開課變得可行、易行,這在推廣之初是需要的,但如果<span lang="EN-US">”</span>長此以往,養成習慣<span lang="EN-US">”</span>,以為公開課就是這樣的官樣文章,那就完全失去公開課的意義<span lang="EN-US">! </span>理想與現實間的距離如此遙遠啊<span lang="EN-US">!!<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4">到底有沒有辦法在現實中逐漸靠近甚至達成理想<span lang="EN-US">?</span>這是我和宜蘭團隊最近在想和努力的事<span lang="EN-US">:<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4">這幾年,宜蘭縣的自然領域夥伴因輔導團的精進計畫研習和參與彰師大段曉林老師的探究計畫,而有很多的共備討論,團隊間建立了互信、互相了解的基礎,所以我們的觀議課,一直是<span lang="EN-US">”</span>看學生也看老師<span lang="EN-US">”</span>,<span lang="EN-US">”</span>有事實也有建議<span lang="EN-US">”</span>,老師們經槍林彈雨的洗禮,反而個個練就一身銅牆鐵壁的本領。他們的教學品質與學生學習成效的確是有提升的<b>。</b></font></p><p class="MsoNormal"><font face="georgia" size="4">所以我們的案例說明:公開課的理想是可以達成的,只要在以下事項多用點心<span lang="EN-US">:<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">1</span>鼓勵更多老師進行共備<span lang="EN-US">(</span>校內或跨校<span lang="EN-US">)</span>,擴大同儕共學基礎。<span lang="EN-US"><o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">2</span>改善觀課、議課方式,讓更多老師不必經過太多<span lang="EN-US">”</span>訓練<span lang="EN-US">”</span>,就可以進行有意義的觀議課。構思中的努力方向包括<span lang="EN-US">:<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">(1)</span>如何讓授課者在說課時,能明確指出觀課重點,而不是<span lang="EN-US">:</span>請幫我看這節課學生是否有在進行思考<span lang="EN-US">?</span>或有進行探究<span lang="EN-US">?<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">(2)</span>如何讓所有人的觀課紀錄能一起呈現<span lang="EN-US">?(</span>知道別人的觀點,能多方思考是很重要的<span lang="EN-US">)<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">(3)</span>如何進行觀課結果<span lang="EN-US">(</span>紀錄<span lang="EN-US">)</span>的討論<span lang="EN-US">?<o:p></o:p></span></font></p>
<p class="MsoNormal"><font face="georgia" size="4"><span lang="EN-US">(4)</span>如何進行專業回饋<span lang="EN-US">?<o:p></o:p></span></font></p><p class="MsoNormal"><span style="color: #d52c1f; font-family: georgia; font-size: large;">當我們和老師們討論的是</span><span lang="EN-US" style="color: #d52c1f; font-family: georgia; font-size: large;">:</span><span style="color: #d52c1f; font-family: georgia; font-size: large;">如何達成</span><span lang="EN-US" style="color: #d52c1f; font-family: georgia; font-size: large;">”</span><span style="color: #d52c1f; font-family: georgia; font-size: large;">每一個老師都做一次公開課</span><span lang="EN-US" style="color: #d52c1f; font-family: georgia; font-size: large;">”</span><span style="color: #d52c1f; font-family: georgia; font-size: large;">的指標,那我們會找到妥協的作法,最後失去目標。如果我們和老師們討論的是公開課的理想,認清目標,那麼我們會找到有點難、有點遠但逐漸靠近目標的路徑。</span></p>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-77159170472296090882020-05-12T18:55:00.001+08:002020-05-13T13:11:01.565+08:00“教師專業成長的反思與呈現” 線上研習紀錄<div class="MsoNormal">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #333333;">這是因應防疫規範而生出來的研習。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #333333;">彰師大科教所段曉林教授和林莞如老師共同主持的「科學探究課程設計與實施計畫」,有系統、規劃的提升教師的專業成長。這個計畫的初進階成員</span><span lang="EN-US" style="background: white; color: #333333;">3-6</span><span style="background: white; color: #333333;">人可以組成一小隊,有一教練</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">具高階種子教師資格</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">、組長的編制,提供</span><span lang="EN-US" style="background: white; color: #333333;">10</span><span style="background: white; color: #333333;">次共備機會,作品</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">探究教學教案</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">參加第一階的競賽,然後在</span><span lang="EN-US" style="background: white; color: #333333;">5</span><span style="background: white; color: #333333;">月底,有第二階的競賽,繳交的是</span><span lang="EN-US" style="background: white; color: #333333;">:</span><span style="background: white; color: #333333;">以</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">教案實施的觀議課</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">記錄成</span><span lang="EN-US" style="background: white; color: #333333;">15</span><span style="background: white; color: #333333;">分鐘的影片,及一些心得反思,研習歷程紀錄等。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #333333;">這個計畫對老師的增能除了前面說的教練陪伴共備外,每年會在北、中、南</span><span style="background: white; color: #333333;">各擇一場地,進行三階</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">第一、二、三階</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">研習,第一階段研習是講基本功</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">探究、自然新領綱</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">,第二階段研習是講怎麼課程設計和寫教案,第三階段則是講怎麼實施?怎麼觀課?怎麼錄影剪接來呈現探究?另外,老師們也可以依據需求自主發起揪團研習。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #333333;">今年由於疫情關係,第三階段研習被迫取消或延期或限制人數,所以我們宜蘭團想到是否以揪團的方式來辦理,讓初進階的老師能提早</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">其實原先規劃</span><span lang="EN-US" style="background: white; color: #333333;">3</span><span style="background: white; color: #333333;">、</span><span lang="EN-US" style="background: white; color: #333333;">4</span><span style="background: white; color: #333333;">月舉行,延到</span><span lang="EN-US" style="background: white; color: #333333;">5</span><span style="background: white; color: #333333;">月中下旬,而且人數有限制</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">,在</span><span lang="EN-US" style="background: white; color: #333333;">5</span><span style="background: white; color: #333333;">月初進行第三階內容的研習,為第二階競賽作準備。於是有這個研習。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><span style="background: white; color: #333333;">線上或實體</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">客服中心型</span></b><span lang="EN-US" style="background: white; color: #333333;"><b>!!</b><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #333333;">我沒自己辦過線上研習,也不喜歡線上研習</span><span lang="EN-US" style="background: white; color: #333333;">…</span><span style="background: white; color: #333333;">覺得很難互動、實作。但在疫情下,我想嘗試看看線上研習,而且要保留一些互動、實作</span><span lang="EN-US" style="background: white; color: #333333;">!</span><span style="background: white; color: #333333;">於是,我設定了</span><span lang="EN-US" style="background: white; color: #333333;">:</span><span style="background: white; color: #333333;">要分組、實作的模式。目標是</span><span lang="EN-US" style="background: white; color: #333333;">6</span><span style="background: white; color: #333333;">組分組會議室,但我一個人不可能同時主持</span><span lang="EN-US" style="background: white; color: #333333;">6</span><span style="background: white; color: #333333;">個分組教室,於是就請了</span><span lang="EN-US" style="background: white; color: #333333;">6</span><span style="background: white; color: #333333;">個組長,問題是:想在線上同時進入</span><span lang="EN-US" style="background: white; color: #333333;">6</span><span style="background: white; color: #333333;">個會議室幾乎是不可能的</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">最少我這個新手是做不到的</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">,所以就請組長們當天一起來一個地點,同時進行線上會議,於是變成客服中心型態的線上研習</span><span lang="EN-US" style="background: white; color: #333333;">!</span><span style="background: white; color: #333333;">感謝宜蘭自然輔導團、探究計畫團隊的夥伴們,陪著我測試、操作,讓這個大膽的研習成真</span></span><span lang="EN-US" style="background: white; color: #333333;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">!!</span><span style="font-family: "helvetica" , sans-serif; font-size: 10.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;"><b>看見自己的軌跡</b></span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;">其實這個研習看起來是要教</span><span lang="EN-US" style="background: white; color: #333333;">:</span><span lang="EN-US"> </span><span style="background: white; color: #333333;">怎麼錄影剪接來呈現探究,繳交第二階競賽作品。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;">但其實我們更想做的是</span><span lang="EN-US" style="background: white; color: #333333;">:</span><span style="background: white; color: #333333;">帶老師看見自己的專業成長軌跡,讓別人看見自己的專業成長。</span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;">因為這個計劃已到了第</span><span lang="EN-US" style="background: white; color: #333333;">6</span><span style="background: white; color: #333333;">年,很多人已經參加過</span><span lang="EN-US" style="background: white; color: #333333;">4</span><span style="background: white; color: #333333;">年以上經歷,成為高階教師、教練,這些高階教師的</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">成長</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">是什麼</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">未來的成長之路是什麼</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">要走向哪裡</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">這是這</span><span lang="EN-US" style="background: white; color: #333333;">2</span><span style="background: white; color: #333333;">年我和宜蘭團隊間常在想、討論的事。</span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;"><b>讓自己被看見</b></span><span lang="EN-US" style="background: white; color: #333333;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;">在這個計畫下,種子教師們每年都產生上百件優秀教案,甚至編輯成冊,也有不少教學影片在官網上供參閱。只是,這些成果沒有</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">被看見</span><span lang="EN-US" style="background: white; color: #333333;">”---</span><span style="background: white; color: #333333;">除了計畫相關的老師,其他老師不常讀我們的成果,引用、應用的更少。我一直覺得這些教案都是有實際執行、試教過的設計,它們是許多老師反覆共備、討論,教授們專業評審、給建議修改而成的作品,為何無法發揮影響力</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">是不是教案寫得不夠</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">好看</span><span lang="EN-US" style="background: white; color: #333333;">”?</span><span style="background: white; color: #333333;">教案呈現的訊息不夠全面</span><span lang="EN-US" style="background: white; color: #333333;">?</span><span style="background: white; color: #333333;">我們要怎樣寫出版面清爽簡潔又有豐富資料的教案</span><span lang="EN-US" style="background: white; color: #333333;">?<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="background: white; color: #333333;">但其實這次我們沒有太聚焦在</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">教案</span><span lang="EN-US" style="background: white; color: #333333;">” (</span><span style="background: white; color: #333333;">討論教案需要很多時間</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">,反而在</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">怎樣透過一堂教學實施讓別人看見教師專業的全貌</span><span lang="EN-US" style="background: white; color: #333333;">”</span><span style="background: white; color: #333333;">,我們在分享</span><span lang="EN-US" style="background: white; color: #333333;">:</span><span style="background: white; color: #333333;">怎樣透過說、觀、議課,將教師的教學設計</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">教案</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">、實施</span><span lang="EN-US" style="background: white; color: #333333;">(</span><span style="background: white; color: #333333;">教、學活動</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">及自主、反思等能力,濃縮在</span><span lang="EN-US" style="background: white; color: #333333;">15</span><span style="background: white; color: #333333;">分鐘的影片中,用這個影片吸引別人來看教案。</span></span><br />
<span style="font-family: inherit;"><span style="background: white; color: #333333;">而這些是透過研習前先觀看、閱讀一段日本文部省計畫下的教學影片</span><span lang="EN-US" style="background: white; color: #333333;">(<a href="https://www.youtube.com/watch?feature=youtu&v=BZiIbUPPKAk"><span lang="EN-US"><span lang="EN-US">酸、<span lang="EN-US">鹼<span lang="EN-US">中<span lang="EN-US">和</span></span></span></span></span></a></span></span><span style="background: white; color: #333333;">,</span><span lang="EN-US" style="background: white; color: #333333;">15</span><span style="background: white; color: #333333;">分鐘</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">和本計畫學員的二階參賽影片</span><span lang="EN-US" style="background: white; color: #333333;">(<a href="https://www.youtube.com/watch?v=oVTj3vQsxsw&feature=youtu.be"><span lang="EN-US"><span lang="EN-US">心<span lang="EN-US">的<span lang="EN-US">感<span lang="EN-US">動</span></span></span></span></span></a></span><span style="background: white; color: #333333;">、</span><span lang="EN-US" style="background: white; color: #333333;">106</span><span style="background: white; color: #333333;">年二階成果,</span><span lang="EN-US" style="background: white; color: #333333;">15</span><span style="background: white; color: #333333;">分鐘,謝惠娟</span><span lang="EN-US" style="background: white; color: #333333;">)</span><span style="background: white; color: #333333;">後,從中分析、歸納出一些使影片更易讀的作法、原則。</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , "sans-serif"; font-size: 10.5pt;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">於是,學員的學習活動包括</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"><o:p></o:p></span></div>
<span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(1)</span><span style="background: white; color: #333333; font-family: , serif;">反思、寫下對自己專業的評價,並說明理由</span><span style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"> <span lang="EN-US">---</span></span><span style="background: white; color: #333333; font-family: , serif;">這活動是想讓老師停下來,回顧來時路,看看自己現在的位置。我總想,一個老師很奮力不斷向前行固然是前進,但停下、回顧並眺望目標,更易走到目的地。</span><br />
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<span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(2)</span><span style="background: white; color: #333333; font-family: , serif;">從酸鹼中和影片的</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">12</span><span style="background: white; color: #333333; font-family: , serif;">張截圖中,依據圖片提供的線索排出順序</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">---</span><span style="background: white; color: #333333; font-family: , serif;">我曾在臉書上邀請老師們觀看這些日本影片</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(</span><span style="background: white; color: #333333; font-family: , serif;">感謝林如章教授分享日本的教學研究資源</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">)</span><span style="background: white; color: #333333; font-family: , serif;">,並提供意見,其中</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"> @ <a href="https://www.facebook.com/profile.php?id=100000089105748&comment_id=Y29tbWVudDozNDYzMTUyOTEzNzAwMTUzXzM0NjMyNDQ4MjcwMjQyOTU%3D"><span lang="EN-US" style="color: #333333; font-family: , serif; text-decoration-line: none;"><span lang="EN-US">蔡孟耘</span></span></a></span><span style="background: white; color: #333333; font-family: , serif;">老師</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(</span><span style="background: white; color: #333333; font-family: , serif;">小學國語、閱讀老師喔</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">)</span><span style="background: white; color: #333333; font-family: , serif;">說</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">:</span></div>
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<span style="background: rgb(217 , 217 , 217); color: #333333; font-family: , serif;">日本的影片:清楚交代教學目標、學習時間、這示範的是第幾堂課。教師示範教學,影片上清楚標示教師示範的是哪一個教學重點,有學生回答的方式與老師的教學。影片上清楚標示現在老師正在進行哪一個策略教學。</span><span lang="EN-US" style="background: rgb(217 , 217 , 217); color: #333333; font-family: "helvetica" , sans-serif;"><br />
</span><span style="background: rgb(217 , 217 , 217); color: #333333; font-family: , serif;">奇妙的是,我聽不懂日語、看不懂日語,但我會很想試試看日本老師的那種方法</span><span lang="EN-US" style="background: rgb(217 , 217 , 217); color: #333333; font-family: "helvetica" , sans-serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">我想要讓老師透過實作去找出日本影片傳遞的訊息,如</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">: </span><span style="background: white; color: #333333; font-family: , serif;">教學重點、教學策略、師、生的表現</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">….</span><span style="background: white; color: #333333; font-family: , serif;">等。謝惠娟老師的影片也傳遞很多訊息,惠娟老師已經把截圖都做好了,但</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">…</span><span style="background: white; color: #333333; font-family: , serif;">沒有時間做排序了</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!</span><span style="background: white; color: #333333; font-family: , serif;">可惜</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">…)<o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">最後一段活動本來是在</span><span style="background: white; color: #333333;">以下</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">2</span><span style="background: white; color: #333333;">個任務中,任選一個實作</span><span style="background: white; color: #333333; font-family: , serif;">:</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(1)</span><span style="background: white; color: #333333; font-family: , serif;">一節公開課的教學影片架構規劃表簡稱分鏡表</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"> (2)</span><span style="background: white; color: #333333; font-family: , serif;">一節課的某一區塊</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(</span><span style="background: white; color: #333333; font-family: , serif;">分鏡</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">)</span><span style="background: white; color: #333333; font-family: , serif;">的規劃與實作,</span></div>
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<span style="background: white; color: #333333; font-family: , serif;">(1)教學影片架構規劃表</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(</span><span style="background: white; color: #333333; font-family: , serif;">分鏡表</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">)</span><span style="background: white; color: #333333; font-family: , serif;">的構想是</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">:</span><span style="background: white; color: #333333; font-family: , serif;">結合公開課來呈現教師專業全貌,把一堂</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">45</span><span style="background: white; color: #333333; font-family: , serif;">分鐘的公開課,加上教案、說課、議課等,規劃、編輯成</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">15</span><span style="background: white; color: #333333; font-family: , serif;">分鐘的影片。為了要讓老師對</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">"</span><span style="background: white; color: #333333; font-family: , serif;">影片架構</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">"</span><span style="background: white; color: #333333; font-family: , serif;">有概念,我提供一個模板,這個模板是模仿電影的分鏡表概念,設計了適合將公開課作成教學影片的</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">”</span><span style="background: white; color: #333333; font-family: , serif;">分鏡表</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">”(</span><span style="background: white; color: #333333; font-family: , serif;">也許叫腳本更合適</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">?)</span><span style="background: white; color: #333333; font-family: , serif;">,本來是要讓老師們討論、實作,但是在我太嘮叨的說明下,時間不夠了</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">…</span><span style="background: white; color: #333333; font-family: , serif;">,所以只用宛青老師做的例子做示範(他也是第一次做,並不是範例)</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!</span><span style="background: white; color: #333333; font-family: , serif;">看到回饋表中有很多人表示希望能實作分鏡表</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">---</span><span style="background: white; color: #333333; font-family: , serif;">教學影片架構規劃表,好,下次,第二場我一定會少講一些</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">…<o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">而第</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">2</span><span style="background: white; color: #333333; font-family: , serif;">項任務一小段流程的實作,則預先請宜蘭團隊的教練們準備,以已經試教的教案、上課錄影的影片,選其中一段流程如</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">:</span><span style="background: white; color: #333333; font-family: , serif;">起或承或反思回饋,做一份</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">3</span><span style="background: white; color: #333333; font-family: , serif;">分鐘左右的影片,感謝,謝惠娟和陳珮琪趕工做出</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">2</span><span style="background: white; color: #333333; font-family: , serif;">段非常有參考價值的示範影片。</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"><o:p></o:p></span></div>
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<span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(1)</span><span style="background: white; color: #333333; font-family: , serif;">陳珮琪老師根據我在領綱研習實作的</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">”</span><span style="background: white; color: #333333; font-family: , serif;">化學反應速率</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">”</span><span style="background: white; color: #333333; font-family: , serif;">試教,教學流程</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">---</span><span style="background: white; color: #333333; font-family: , serif;">起,所做的<a href="https://youtu.be/jk4ldqicb0M" target="_blank">影片</a></span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"><o:p></o:p></span></div>
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<span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">(2)</span><span style="background: white; color: #333333; font-family: , serif;">謝惠娟用小組成員彥青老師的公開課所做的<a href="https://youtu.be/Oui2Bk79XzY">影片</a></span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">這次線上研習是新的嘗試,除了因時間掌握不好,影片架構表的實作時間不足是缺憾外,其他方面其實效果是很不錯的,我現在反而在想</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">---</span><span style="background: white; color: #333333; font-family: , serif;">這題材如果要用實體研習,是更簡單還是更難</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">?</span><span style="background: white; color: #333333; font-family: , serif;">效果會更好還是不好</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">?<o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: , serif;">我在研習結束前的一張投影片說</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">:</span><span style="background: white; color: #333333; font-family: , serif;">完成比完美重要,行動比想法更有力</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!</span><span style="background: white; color: #333333; font-family: , serif;">這是我對教師專業成長的想法和做法</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!</span><span style="background: white; color: #333333; font-family: , serif;">我完成了,下次會更好,永遠都在學習的路上,前進,成長</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKRfGVh-9cNk3B7IP99AY4eA-5_GSoS9PK8Dr6oN7BBxxCu2LS0K1loaCpTFeOPP_snwgYep94-1QfJ4L3yjzqZ8-AVGlws9L2263C0POxHIY95VOIm-3reUmzOwHwpFeijCmgruJqCT73/s1600/%25E5%259C%2596%25E7%2589%25872.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="742" data-original-width="992" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKRfGVh-9cNk3B7IP99AY4eA-5_GSoS9PK8Dr6oN7BBxxCu2LS0K1loaCpTFeOPP_snwgYep94-1QfJ4L3yjzqZ8-AVGlws9L2263C0POxHIY95VOIm-3reUmzOwHwpFeijCmgruJqCT73/s320/%25E5%259C%2596%25E7%2589%25872.png" width="320" /></a></div>
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<span style="background: white; color: #333333; font-family: , serif;">※研習回饋表中有許多老師提出希望有</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">"</span><span style="background: white; color: #333333; font-family: , serif;">影片剪輯</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">"</span><span style="background: white; color: #333333; font-family: , serif;">的實作研習"</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">...</span><span style="background: white; color: #333333; font-family: , serif;">其實原來是有要請佩琪老師來教這個的,希望還湊得出時間、經費</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">。</span></div>
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<span style="background: white; color: #333333; font-family: , serif;">※研習回饋表中也有老師提問比較簡單、好用、免費的剪輯軟體,感謝宛青老師提供的資訊,老師們可以參考,試用喔</span><span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;">!<o:p></o:p></span></div>
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<span lang="EN-US" style="background: white; color: #333333; font-family: "helvetica" , sans-serif;"><a href="https://www.playpcesor.com/2020/05/blog-post.html">https://www.playpcesor.com/2020/05/blog-post.html</a><o:p></o:p></span></div>
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月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-60756435821960915322020-03-31T21:00:00.000+08:002020-03-31T21:00:15.241+08:00化學反應速率中的變因探討<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">最近,我在規劃、開發一個有關化學反應速率的教學活動,用來呈現自然科學學習表現中的</span><span lang="EN-US">pe(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">計劃與執行</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">與</span><span lang="EN-US">pa(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">分析與發現</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">在課堂中的實施方式,我選用紅蘿蔔加雙氧水的反應,因為它能連結小學的製造氧氣、七年級的酵素及八上的氧氣的製備</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">催化劑</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等概念。但是我想參考現行的理化教科書的規劃,發現各家都使用了以下的反應</span><span lang="EN-US">:</span><br />
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">硫代硫酸鈉</span><span lang="EN-US">+</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">稀鹽酸</span> <span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">→</span> <span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">氯化鈉</span><span lang="EN-US"> + </span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">硫</span><span lang="EN-US"> + </span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">二氧化硫</span><span lang="EN-US"> + </span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">水</span> <span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">應變變因的測法都是沉澱物</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">生成物</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">硫遮住記號的時間,也就是固定生成物</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">硫</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">的量,測時間,得到時間後,再以時間倒數</span><span lang="EN-US">1/s</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">去畫圖。</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: , serif;">這個實驗後的</span><span style="font-family: , serif;">問題</span><span style="font-family: , serif;">討論,有以下題目及答案</span><span lang="EN-US">:</span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">問題</span><span lang="EN-US">:2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">本實驗的控制變因、操縱變因、應變變因各為何</span><span lang="EN-US">?<o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">答</span><span lang="EN-US">:</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">本實驗的控制變因:反應物的濃度和體積、生成物的沉澱量。操縱變因:溫度。應變變因:反應時間。</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">我認為生成物的量是應變變因而不是控制變因,原因如下</span><span lang="EN-US">:<o:p></o:p></span></div>
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<span style="color: #990000;"><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">問題</span><span lang="EN-US">:</span></span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">影響反應速率的因素</span> <span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">自變項</span><span lang="EN-US">-</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">溫度、濃度、催化劑、接觸面、物質本性</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">依變項</span><span lang="EN-US">---</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">反應速率</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="color: #990000;"><span style="font-family: , serif;">假設</span><span lang="EN-US">:</span></span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">改變溫度會影響反應速率</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">溫度越高則反應速率越快</span><span lang="EN-US">)<o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">操縱變因</span><span lang="EN-US">—</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">溫度</span> <span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">控制變因</span><span lang="EN-US">---</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">濃度、催化劑、接觸面、物質本性</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">應變變因</span><span lang="EN-US">-</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">反應速率</span> <span lang="EN-US"><o:p></o:p></span></div>
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<b><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="color: #990000;">反應速率測量方法</span></span><span lang="EN-US"><o:p></o:p></span></b></div>
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<b><span lang="EN-US"><span style="mso-spacerun: yes;"> </span>1</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、固定生成物的量,測時間</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測</span><span lang="EN-US">t) <o:p></o:p></span></b></div>
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<b><span lang="EN-US"><span style="mso-spacerun: yes;"> </span>2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、固定時間,比較生成物的量</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測生成物</span><span lang="EN-US">)<o:p></o:p></span></b></div>
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<b><span lang="EN-US"><span style="mso-spacerun: yes;"> </span>3</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、每隔某一單位時間,測生成物的量</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測</span><span lang="EN-US">t</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">和生成物的量</span><span lang="EN-US">)</span></b><o:p></o:p></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">既然</span> <span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">時間、生成物的量</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">即反應速率</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">都是會隨著操縱變因而改變的,是依變項,就不應該因為你選擇的測量方法、項目不同而把它變為控制變因啊</span><span lang="EN-US">!!<o:p></o:p></span></div>
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<span lang="EN-US"><o:p> </o:p></span><span style="font-family: , serif;">這個說法並沒有得到理化老師認同</span><span lang="EN-US">(</span><span style="font-family: , serif;">但我請教過化學、科教教授後,教授是支持我的</span><span lang="EN-US">)</span><span style="font-family: , serif;">,我想這個問題其實應該要弄清楚,不然如果會考出類似的概念,爭議就很大了。</span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">為了這個問題,我把「影響反應速率的因素</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">以紅蘿蔔加雙氧水為例</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">」的學習活動做了一些調整,讓全班分別以</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US"><span style="mso-spacerun: yes;"> </span>1</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、固定生成物的量,測時間</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測</span><span lang="EN-US">t) <o:p></o:p></span></div>
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<span lang="EN-US"><span style="mso-spacerun: yes;"> </span>2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、固定時間,比較生成物的量</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測生成物</span><span lang="EN-US">)<o:p></o:p></span></div>
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<span lang="EN-US"><span style="mso-spacerun: yes;"> </span>3</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">、每隔某一單位時間,測生成物的量</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">測</span><span lang="EN-US">t</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">和生成物的量</span><span lang="EN-US">)</span> <span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">來測</span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> 反應速率</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: , serif;">我想讓學生用</span><span lang="EN-US">2</span><span style="font-family: , serif;">節課學會分辨變因、規劃實驗、將數據作成圖之後再去比較,哪一個圖最能表達出「溫度</span><span lang="EN-US">(</span><span style="font-family: , serif;">或濃度</span><span lang="EN-US">)</span><span style="font-family: , serif;">影響會反應速率」。也許這樣能幫助學學生看出</span><span lang="EN-US">:</span><span style="font-family: , serif;">縱軸用時間的倒數比較好</span><span lang="EN-US">(</span><span style="font-family: , serif;">我知道,老師直接跟學生說,就是要用倒數,因為它是速率</span><span lang="EN-US">…</span><span style="font-family: , serif;">學生也是可以作出標準的圖,只是</span><span lang="EN-US">….)</span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">至於作圖及看圖說故事</span><span lang="EN-US">(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">數據的解讀,歸納,找出關聯、結論</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">則是第三節課的事,規劃中要花一節來學作圖,如橫軸、縱軸要放那些資料,刻度</span><span lang="EN-US">….</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">等,其實我們沒有好好教過這些,但它是很重要的,而且這單元挺適合教這些探究能力的。</span><span lang="EN-US"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">第四節課則可以來探討理論的問題,如</span><span lang="EN-US">:</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">為什麼溫度較高反應速率會較快</span><span lang="EN-US">….</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,及一些生活中常見的例子,應該還可以空出一點時間來考考試</span><span lang="EN-US">!!<o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">用四節課,把</span><span lang="EN-US" style="color: black; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-hansi-theme-font: minor-fareast;">Je-</span><span style="color: black; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-hansi-theme-font: minor-fareast;">Ⅳ<span lang="EN-US">-1</span>實驗認識化學反應速率及影響反應速率的因素,例如:本性、溫度、濃度、接觸面積及催化劑
的學習內容完成了,而且紮實的作了</span><span lang="EN-US">pe(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">計劃與執行</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">與</span><span lang="EN-US">pa(</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">分析與發現</span><span lang="EN-US">)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">,應該是不錯的</span><span lang="EN-US">!!教案請參考<o:p></o:p></span></div>
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<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-8465311469350040852019-12-23T19:13:00.001+08:002019-12-24T17:17:54.715+08:00衝突是成長的開始(108宜蘭縣公開博覽會-五結國中自然課)<span style="font-family: , serif;">宜蘭縣全縣的公開課已經進入第三年,今年的特色是</span><span style="font-family: , serif;"><u>全鄉總動員</u></span><span lang="EN-US" style="font-family: , serif;">:</span><span style="font-family: , serif;">全鄉的國中小皆參與公開課、<u>長達一週</u></span><span style="font-family: , serif;">,自然科的好夥伴五結國中林郁君老師,一開始就自動說要擔任公開課的授課,自然輔導團專輔林宛青老師和我當然要和老師一起共備,但</span><span lang="EN-US" style="font-family: , serif;">11</span><span style="font-family: , serif;">月分我自己忙得天昏地暗,真正進入共備是公開課的前一週,他們已經討論得接近定案。</span><br />
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">公開課及議課時,我因為是主持人身分,無法做詳細的回饋,對於標題所講的衝突,留了一個問題請老師們回去想想,我留的問題是:<span lang="EN-US"><o:p></o:p></span></span></div>
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<b><span style="font-family: , serif;">如果學生的閱讀能力不好,所以由老師帶著讀,由老師整理好教給學生?那麼他們何時才能學到自學、統整的能力?學生自學後看來一知半解,但老師講解,學生就真的懂了嗎?你根據哪些證據這樣判斷</span><span lang="EN-US" style="font-family: , serif;">?</span></b></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">至於衝突是什麼,我對自己提出來的這個問題的想法又是什麼,這是這篇我要講的主要內容。</span></div>
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<span style="font-family: , serif; text-align: center;"><b> 共備做的事</b></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">我在公開課前一週和郁君老師討論過教案後,提了兩點建議:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>建議<span lang="EN-US">1</span>:情境對了,課就成功一半了</b><span lang="EN-US"><b>!</b><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">第一點<span lang="EN-US">:</span>加強情境,讓學生對要學習的內容有點連結和想像,因為依學校進度,這週的單元正好是內分泌<span lang="EN-US">-</span>這單元學生在小學完全沒接觸過,所以欠缺基本概念<span lang="EN-US">(</span>所有名詞對他們都是專有名詞、外星語<span lang="EN-US">)</span>;而且內分泌系統幾乎看不到、摸不著,作用又複雜,即使是大人也很少人曾覺察自己的哪個疾病或症狀可能和內分泌有關<span lang="EN-US">(</span>除了道聽塗說的性荷爾蒙外<span lang="EN-US">)</span>,所以在導入情境的部分要更加用心,後來的鋪陳是:某人生病了,列出症狀,含:失眠、心悸、體重減輕<span lang="EN-US">…..</span>,看了家醫科後,醫師說:可能是甲狀腺亢進,所以要轉診,那要轉診哪一科呢<span lang="EN-US">?</span>這時候老師出示門診表,輔助學生判斷,導入內分泌科引入內分泌相關的一些病名<span lang="EN-US">(</span>這真有趣,連觀課的老師議課時都說以為是要看精神科、心理醫師等<span lang="EN-US">)</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>建議<span lang="EN-US">2:</span>閱讀、自學、共學取代老師解說</b><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">另一個建議是:內分泌的名詞多,但要學的只是<span lang="EN-US">”</span>現象<span lang="EN-US">”</span>,並非原理、機制,文字不難,學生應該能讀懂,與其由老師講、強灌給學生,不如由學生自讀、然後討論、共讀。所以我建議了<span lang="EN-US">KWL</span>閱讀<span lang="EN-US">(</span>拼圖式,閱讀資料分<span lang="EN-US">A</span>、<span lang="EN-US">B</span>組<span lang="EN-US">)</span>,以教科書內容為主但增加一些情境描述,搭配討論、分享。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">公開課前,宛青老師和郁君老師都在其他班試教過,所以做了一些修改:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">1</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">察覺學生閱讀速度太慢,所以減少了文本內容<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">原先設計的<span lang="EN-US">L</span>問題<span lang="EN-US"> (KWL</span>中<span lang="EN-US">L</span>:在學習後應用習得的新知來回答的問題<span lang="EN-US">)</span>是較開放、需要全組討論的題目,但試教後發現學生不會討論、不會回答,所以更改為較聚斂,可以從文本中找出答案的題目。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">3</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">將所有題目都印在學習單上:原先規劃學習單是空白的<span lang="EN-US">(</span>比如做<span lang="EN-US">6</span>頁小書<span lang="EN-US">)</span>,<span lang="EN-US">3</span>題已知<span lang="EN-US">(K)</span>的題目<span lang="EN-US">(</span>含詞語<span lang="EN-US">)</span>用聽寫,因為<span lang="EN-US">K</span>是要學生回想已知,每個學生的<span lang="EN-US">”</span>答案<span lang="EN-US">”</span>會有不同,沒有對錯,老師會跟學生強調:憑直覺寫就好,寫多少算多少。一題欲知<span lang="EN-US">(W)</span>由學生自己寫,另<span lang="EN-US">2</span>題<span lang="EN-US">L</span>則印在文本上。我們希望學習單是空白的,由學生在學習前、中、後不斷增加而填滿。但試教後發現學生不習慣用<span lang="EN-US">”</span>聽<span lang="EN-US">”</span>的,一定要有文字的題目,而且學生不相信有憑直覺回答這回事,一直要老師重複念題目<span lang="EN-US">…</span>,最後只好把所有題目印在學習單上。</span></div>
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<b style="text-align: center;"><span style="font-family: , serif;">公開課中被漏看的部分</span><span lang="EN-US" style="font-family: , serif;">…</span></b></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">公開課前郁君老師簡單說課,說明學生分組及大約狀況,並請大家幫忙看學生的自學和共學討論情形,宛青老師分配內外觀人員及說明觀課原則後,就開始進行這次的公開課及觀課。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">課中情形會在議課的段落呈現,但因議課時間每人只有<span lang="EN-US">3</span>分鐘,大家只能擇自己認為最重要的部分來說明,所以我現在提出的是議課時遺漏的部分:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">(1)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">情境導入時學生能很自然、不遲疑地提出看法 <span lang="EN-US">(2)</span>閱讀的<span lang="EN-US">10</span>分鐘學生幾乎都有在看文本,有些學生按老師說的方式<span lang="EN-US">-</span>第一遍畫詞語,第二遍<span lang="EN-US">…</span>,有些學生沒畫詞語、重點,而是到快結束時才做這些事 <span lang="EN-US">(3)</span>老師在閱讀時間內只輕聲和<span lang="EN-US">1</span>、<span lang="EN-US">2</span>個同學作補充說明、指導 ,其餘時間雖有巡視但保持沉默 <span lang="EN-US">(4)</span>討論時,每組都有一、兩個<span lang="EN-US">”</span>領頭者<span lang="EN-US">”</span>,其他人只是聽<span lang="EN-US">…</span>最後領頭者會補充說明或指導其他同學寫下來 <span lang="EN-US">(5)</span>下課時學生跑來跟郁君老師說,這樣很好玩,我們以後都這樣上好嗎<span lang="EN-US">?</span>工作人員<span lang="EN-US">(</span>也是這班的任課老師之一<span lang="EN-US">)</span>跟我說:我第一次看到這班上課這麼認真、這麼安靜,他們竟然能夠閱讀<span lang="EN-US">10</span>分鐘都沒講話<span lang="EN-US">…(6)</span>我觀察到有個學生<span lang="EN-US">(</span>資源班<span lang="EN-US">)</span>剛開始有點茫然,自學時,學習單上寫得零零落落,到討論時,也只是在一旁聽<span lang="EN-US">…</span>但最後笑了,還跟領頭者講了幾句,而且在學習單上補了幾個字<span lang="EN-US">…</span>這是這堂課中我最<span lang="EN-US">”</span>有感<span lang="EN-US">”</span>的畫面。</span></div>
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<b><span style="font-family: , serif; text-align: center;">議課:</span><span style="font-family: , serif; text-align: center;">提出了學生的學習困難</span></b></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">我在議課的開場說:我們也來採取<span lang="EN-US">KWL</span>模式進行議課,但我們先講<span lang="EN-US">L-</span>在這節課中<b>我觀察到什麼<span lang="EN-US">?</span>學到什麼</b>,再來講<span lang="EN-US">W-</span><b>我有些疑惑,想請教老師</b><span lang="EN-US"><b>.</b>...</span>,最後講<span lang="EN-US">K:</span><b>我以前做過類似的<span lang="EN-US">….</span>或這單元我曾經</b><span lang="EN-US"><b>…</b></span>,而且把握<span lang="EN-US">3L:2W:1K</span>的原則。參與議課的校長、老師都非常厲害,提出很重要的回饋,而<span lang="EN-US">W-</span>我想請教老師<span lang="EN-US">....</span>的回饋是我把這堂課定為「衝突是成長的開始」的原因<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">議課中大家比較有共識的是如下:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>L
(</b></span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>觀察到、學到的事</b><span lang="EN-US"><b>):</b><o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: 新細明體; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-fareast; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">分組時採異質分組,學習較好的同學能帶領討論、協助學習較弱的同學<span lang="EN-US"><o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: 新細明體; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-fareast; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">原來體育班學生也能如此安靜、專注學習<span lang="EN-US"><o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: 新細明體; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-fareast; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">閱讀、討論、發表是自然科可以嘗試的方式<span lang="EN-US"><o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-family: 新細明體; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-fareast; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: #c00000; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">學生閱讀能力不足</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">,如:有些人沒看完、學生不了解詞語的意思、沒按照老師講的方式畫線、寫重點<span lang="EN-US">…<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>W(</b></span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>有疑惑,想要請教的事<span lang="EN-US">):</span></b>問題或建議下方的<span lang="EN-US">()</span>內的紅字,是針對問題的回應,郁君老師是當場回應,我是主持,所以無法當場回應,而是現在做的補充說明<span lang="EN-US">)<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">1
</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">採用<span lang="EN-US">A/B</span>文本的用意是什麼<span lang="EN-US">? </span>為什麼不直接用課本內容<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #c00000; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">(</span><span style="color: #c00000; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">郁君老師回答:兩個不同內容的文本<span lang="EN-US">(</span>內分泌系統簡介部分是相同的,但閱讀的腺體不同<span lang="EN-US">)</span>,是為了讓他們有討論的焦點,而且發揮拼圖法共學的功能。不直接使用課本一來是課本沒有情境只有知識,二來是希望學生不要只背課本條列的重點才特意用重編、加入新內容的文本<span lang="EN-US">)</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">重新弄文本會不會負擔太重<span lang="EN-US">? <o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="mso-spacerun: yes;"> </span><span style="color: #c00000;">(</span></span><span style="color: #c00000; font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">我<span lang="EN-US">:</span>文本以課本為主,只是加入情境,在網路都可以找到資料,只要稍加編寫即可,若不是用文本,就是由老師自行補充情境,一樣要收集資料,還要每班重複講,並沒有較輕鬆。我比較在意的是印文本很浪費紙張這件事,所以如果學生已習慣閱讀時,文本不必印出來,直接用投影呈現也可以<span lang="EN-US">)<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">3
</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">這單元專有名詞很多,學生抓取能力不好,<span lang="EN-US">KWL</span>、自學閱讀是不是適合國一<span lang="EN-US">?</span></span><span lang="EN-US" style="font-family: , serif;">(</span><span style="font-family: , serif;">議課老師的疑惑與建議包含:如果用課本的條列式的編寫,學生是否比較容易讀懂<span lang="EN-US">?</span>可以用圖片、影片輔助學生、可以先將文本發給學生讓學生回家讀<span lang="EN-US">…)</span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">4</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">關於討論<span lang="EN-US">(</span>討論兩題閱讀後問題<span lang="EN-US">(L)</span>的答案<span lang="EN-US">):</span>學生多是看帶頭者的資料在找答案,沒有真正的討論、有些學生完全不會說、不會表達<span lang="EN-US">…<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">(3</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">、<span lang="EN-US">4</span>兩題是這篇主要想討論的事,在下文和大家分享、討論<span lang="EN-US">)<o:p></o:p></span></span></div>
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<b style="font-family: 新細明體, serif; text-align: center;">討論與反思</b></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>一、從哪裡看出學生閱讀能力不足</b><span lang="EN-US"><b>?</b><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">如我在標題所說:大家都看到了學生的學習困難<span lang="EN-US">-</span>閱讀能力弱、不會討論<span lang="EN-US">(</span>這兩個問題其實是一體兩面<span lang="EN-US">)</span>,但大家提出這個主張所依據的證據、理由是不同的。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">老師們做出主張所依據的事實是:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">(1)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">有些學生沒讀完、未按照老師建議的方式畫重點...<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">(2)</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">學生在討論時只是聽,而沒有發言、有些學生須由學習較好的同學主導、教導才能寫下答案、<span lang="EN-US">…</span>。</span></div>
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<span style="font-family: , serif;">同樣事實但有不同的面向和解讀:</span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">1</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">、我從事實<span lang="EN-US">(1)</span>看到的是:學生有個別差異,有的人閱讀速度快,有的慢,有的人會遵守<span lang="EN-US">”</span>制度<span lang="EN-US">”</span>、有的人有他自己的方式<span lang="EN-US">…</span>但這些其實並不表示他們的閱讀能力差。透過閱讀、自學,這些學生可以依照他們的方法,認真的學習<span lang="EN-US">10</span>分鐘,別小看這<span lang="EN-US">10</span>分鐘,請想一想,這<span lang="EN-US">10</span>分鐘若是由老師講解,學生的個別差異是否會被看到<span lang="EN-US">?</span>那些跟不上的學生有被照顧到嗎<span lang="EN-US">?</span>如果每一堂有<span lang="EN-US">10</span>分鐘紮實的學習,是不是能縮短他們與別人的差距<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">2</span><span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">、從事實<span lang="EN-US">(2)</span>我看到的是:有些學生在討論時沒有發言、需要有領頭者才能讓<span lang="EN-US">"</span>討論<span lang="EN-US">"</span>繼續下去<span lang="EN-US">...</span>,但這不是學生閱讀能力的問題,而是老師出的題目。 以「腦垂腺被稱為內分泌系統的主宰,原因為何<span lang="EN-US">?</span>」為例,這是有標準答案的考題,根本無需討論。因為老師長期以來都是出這類題目,學生早已學會:等前段同學找出答案,抄下來就好
<span lang="EN-US">(</span>他願意抄就很好了<span lang="EN-US">) </span>。<b>是老師的放不下正確答案,使學生學不會討論。</b><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>二、問題不只在詞語的解釋或擷取重點</b><span lang="EN-US"><b>…</b><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">最後我要用「腦垂腺被稱為內分泌系統的主宰,原因為何<span lang="EN-US">?</span>」這題的答題情形來說明我對科學教學的想法。這題是閱讀完、<span lang="EN-US">A/B</span>組交換分享、討論後,老師請學生對全班說出他們的討論結果,所以觀課老師可以聽到各組的答案。發現:幾乎每一組學生都說:腦垂腺會分泌生長激素。經郁君老師引導後,才有一個學生說:因為它會分泌<span lang="EN-US">…<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">對於這一題,老師發現學生無法從文本找出答案,有人歸因於:<span lang="EN-US">(1)</span>文本是「腦垂腺常被稱為人體內分泌系統的主控中心」而問題用「主宰」,因為用詞不同,所以學生無法回答<span lang="EN-US">(2)</span>學生不知道主宰的意思。所以問題出在<span lang="EN-US">-</span>文本太難<span lang="EN-US">(</span>字太多<span lang="EN-US">)</span>、學生對詞語的理解能力、擷取重點能力不足<span lang="EN-US">! </span>問題真的是因為學生不了解詞語嗎<span lang="EN-US">? </span>但學生沒有問「什麼是主宰<span lang="EN-US">?</span>」或「主宰和主控中心意思一樣嗎<span lang="EN-US">?</span>」,學生連問題在哪裡都不知道<span lang="EN-US">(</span>或不在意<span lang="EN-US">)</span>,很堅定的寫了「腦垂腺會分泌生長激素」<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">我認為問題不只出在閱讀理解,反證的方式是:把題目換成「以下何者是人體內分泌系統的主控中心<span lang="EN-US">(</span>或主宰<span lang="EN-US">)?(1)</span>腦垂腺<span lang="EN-US">(2)</span>甲狀腺<span lang="EN-US">…. </span>」,我相信答對率在<span lang="EN-US">6</span>成以上,這表示他們會擷取重點,或者說他們有答閱讀測驗題的技巧<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">真正造成學生答不出這題的原因,不只在閱讀理解而是在思考、推理論證<span lang="EN-US">!</span>我們平常很少讓學生練習:「為什麼<span lang="EN-US">…</span>」或「<span lang="EN-US">…</span>的原因為何」這類題目的答法,學生不知道要用:「因為<span lang="EN-US">…</span>所以<span lang="EN-US">…</span>」來思考、回答。只有在學生知道回答為什麼的問題,是要有依據的,他才會用「因為腦垂腺<span lang="EN-US">…..</span>所以被稱為內分泌系統的主宰」的邏輯去文本中找答案<span lang="EN-US">!</span><b>我們欠缺的是推理論證的訓練,不只是詞語的解釋或擷取重點</b>。</span></div>
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<span style="font-family: , serif; text-align: center;"><b>三、衝突與反思</b></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">我很佩服郁君老師,公開課沒有選擇自己最拿手、有實作的課,而是選擇會挑戰到教師的教學理念與習慣的方式:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><span style="color: #990000;">學習單是空白的<span lang="EN-US">?</span>學習單上不一定要填滿<span lang="EN-US">?</span>每個人寫的可以不一樣<span lang="EN-US">?</span>討論時不一定要發表意見,聽或想也很好<span lang="EN-US">?</span>老師沒有做詳細的講解、補充,是不是不負責任<span lang="EN-US">?</span>國一的學生能自學嗎<span lang="EN-US">(</span>其實這節課只有一小部分自學還是有共學和老師講解<span lang="EN-US">)?</span><span style="font-family: , serif;">老師</span>講解的效果比自學好,為何要改<span lang="EN-US">?...</span>這些是這一堂課帶來的衝擊<span lang="EN-US">!</span></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">也許大家再來想想:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><b>如果學生的閱讀能力不好,所以由老師帶著讀,由老師整理好教給學生?那麼他們何時才能學到自學、統整的能力?學生自學後看來一知半解,但老師講解,學生就真的懂了嗎?你根據哪些證據這樣判斷</b><span lang="EN-US"><b>?</b><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">在這堂課中,觀課老師提出了:學生其實不懂詞語、學生不會討論、有的學生學習步伐特別慢<span lang="EN-US">…</span>,<b>這樣的觀察經驗,希望也能幫助大家觀察自己的課堂,自己學生的表現<span lang="EN-US">!!</span>這樣我們才能從這堂公開課中獲利,從衝突中成長</b><span lang="EN-US"><b>!</b><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast;">公開課前的演講中,林文生校長說:台灣的老師靜不下來<span lang="EN-US">!!</span>這堂課,郁君老師很安靜<span lang="EN-US">(</span>閱讀的整整<span lang="EN-US">10</span>分鐘,老師幾乎是沒說話的<span lang="EN-US">)</span>,沒有催促學生,也沒有糾正學生,但導師和任課老師都說:這是這班開學以來最安靜,最認真的一節課。<span lang="EN-US"><o:p></o:p></span></span></div>
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<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com2tag:blogger.com,1999:blog-1731902099667890189.post-3355520510017249322019-09-22T22:51:00.002+08:002019-09-23T07:08:53.586+08:00請老師安心為新課綱的理想而努力<br />
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<span style="font-family: , serif; font-size: 14pt;">現在要來報告這篇</span><span lang="EN-US" style="font-family: , serif; font-size: 14pt;">---</span><span style="font-family: , serif; font-size: 14pt;">讓老師安心的為新課綱的理想而努力吧</span><span lang="EN-US" style="font-family: , serif; font-size: 14pt;">(<a href="https://bell5-platform.blogspot.com/2019/08/blog-post.html"><span lang="EN-US"><span lang="EN-US">連結</span></span></a>)</span><span style="font-family: , serif; font-size: 14pt;">的後續發展</span><span lang="EN-US" style="font-family: , serif; font-size: 14pt;">(</span><span style="font-family: , serif; font-size: 14pt;">這篇是被催出來的,我本來不想寫</span><span lang="EN-US" style="font-family: , serif; font-size: 14pt;">…)</span><span style="font-family: , serif; font-size: 14pt;">。</span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">這篇針對「<span lang="EN-US">111</span>年國中教育會考各科參考試題本」的文章發在部落格後,第二天國教署
馬上來連絡說,要請心測中心和國教院自然領綱研發小組和我,開個諮詢會議來溝通,可見國教署很重視這件事。因為大人們很忙,時間難喬,最後再<span lang="EN-US">9/10</span>傍晚在國教署見到了<span lang="EN-US">”</span>事主<span lang="EN-US">”</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">有效的會議<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">會議前雙方都做了準備,比如,我請許多老師幫忙看理化、地科的題目,幫忙反應問題,並把問題點和領綱的內容都條列出來,所以討論的問題很明確,有資料可以比對、參考;而心測中心也針對我的質疑<span lang="EN-US">(</span>只有文章上的生物科問題<span lang="EN-US">)</span>逐條,引經據典做了<span lang="EN-US">”</span>回覆說明<span lang="EN-US">”</span>,所以,整個討論過程是很聚焦也很有效的,當場就有決議。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">諮詢會議給不出標準答案<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">但為什麼會後我沒有跟大家報告結果呢<span lang="EN-US">?</span>一來是因為還有其他領域也會做這樣的<span lang="EN-US">”</span>檢視<span lang="EN-US">”</span>,所以我想等大家也都做了再來報告。二來,其實我知道大家想要的是一個斬釘截鐵的答案,如<span lang="EN-US">:</span>以後領綱沒有的內容,不會考<span lang="EN-US">…</span>或只要領綱上說不涉及的一定不考<span lang="EN-US">…</span>,甚至有可能期待明白指出那些不考<span lang="EN-US">!</span>但,事情不像我們想的那麼簡單,我們給不出一個不是黑就是白的唯一答案,而事情也不是有這種答案就能解決的,所以我一直在思索要怎樣報告,或有沒有必要報告<span lang="EN-US">(</span>現在我就覺得自己愛管閒事的個性真是會給自己找很多麻煩<span lang="EN-US">…)</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">為什麼沒辦法給出斬釘截鐵的<span lang="EN-US">YES/NO</span>的答案<span lang="EN-US">?</span>我舉個例子:我們都認為不涉及就不能考,不要考就解決了,但所謂的不涉及並不是那麼容易認定,如:不涉及複雜計算,但出題者認為這是簡單計算。而更複雜的問題是:領綱中沒列出的內容,可不可以考<span lang="EN-US">?</span>因為領綱不是教科書,不能把每一個字、每一個詞都列出,比如:領綱國中學習內容中沒有</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">「</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">一個</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">」</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">或</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">「</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">一對</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">」</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">基因,也沒有</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">「</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">等位基因</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">」<span lang="EN-US">(</span>九貫時代就沒有<span lang="EN-US">)</span></span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">,但可能未來教科書中會出現,這樣可不可以考<span lang="EN-US">?…</span>諸如此類的問題,其實是需要<b style="mso-bidi-font-weight: normal;">領綱研修小組、教科書審查小組、心測中心會考命題小組不斷溝通、建立共識才能決定的,</b>所以只能說:<b style="mso-bidi-font-weight: normal;">很明確超綱的不會考,邊緣爭議的內容會盡量避免<span lang="EN-US">…</span></b>,但我知道這樣的答案說出來一定會招來謾罵<span lang="EN-US">…</span>,我不想討罵,心想,我只是曾經的領綱委員<span lang="EN-US">(</span>領綱發布後,研修委員身分自動消失<span lang="EN-US">)</span>,無權,也無責,何必找罵挨<span lang="EN-US">?</span>然後就擱置了。不過,陸續接到老師來問結果如何,他們要怎麼跟其他老師說明<span lang="EN-US">?</span>我感受到老師的心急,還是來說明一下,所以寫了這篇<span lang="EN-US">:<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">領綱中沒列出的內容,可不可以考<span lang="EN-US">?<o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">當天溝通重點在何謂超綱、</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">「</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">沒列負面表列,但也不在領綱的學習內容中</span><span style="font-family: "微軟正黑體" , "sans-serif"; font-size: 14.0pt;">」</span><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">的概念,可以考嗎<span lang="EN-US">?</span>以氮循環那題為例:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">在領綱中有相關物質循環的條目是:<span lang="EN-US" style="background: #D9D9D9; mso-pattern: gray-15 auto; mso-shading: white;">Bd-</span><span style="background: #D9D9D9; mso-pattern: gray-15 auto; mso-shading: white;">Ⅳ<span lang="EN-US">-2</span>在生態系中,碳元素會出現在不同的物質中(如二氧化碳、葡萄糖),在生物與無生物間循環使用。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">內容說明<span lang="EN-US">2-1 </span>了解碳元素會出現在不同的物質中,在生物與無生物間循環使用。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: , serif; font-size: 14pt;">領綱小組和現場老師的解讀是:領綱中未列氮循環,只要求要學習碳循環,所以這題是超綱。<span lang="EN-US" style="color: red;"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">但心測中心的命題依據是:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">Bd-</span><span style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">Ⅳ<span lang="EN-US">-3</span>生態系中,生產者、消費者和分解者共同促成能量的流轉和物質的循環。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">因<span lang="EN-US">Bd-</span>Ⅳ<span lang="EN-US">-3</span>有物質循環,而氮循環也是物質循環的一種,且後面沒有加註不涉及氮循環,</span><span style="font-family: , serif; font-size: 14pt;">所以「只要沒寫不涉及的,都可以考」。</span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">經溝通後,心測中心提出:只要不能考的,最好都加註負面表列。但是領綱小組的考量是:領綱給的限制越多,教科書的內容、會考出題固然可以越明確,可是,這樣不是比古早的教材標準更沒彈性了嗎<span lang="EN-US">?</span>課綱是綱要,加註負面表列去限制枝微末節的事,是在我們的考試制度下不得以而為之的事<span lang="EN-US">(</span>好像沒看過其他國的課綱有用負面表列的<span lang="EN-US">)</span>,其重要性不該超越學習內容本文。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">統整連貫的領綱<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">其實這次的領綱是<span lang="EN-US">12</span>年一貫,整體考量的,如果我們從連貫性來看,氮循環沒有出現在國中,但在高中選修出現:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">BLb-</span><span style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">Ⅴ<span lang="EN-US">a-4</span>生態系中的非生物因子與生物因子、能量流轉及元素循環。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">4-9</span><span style="background: #d9d9d9; font-family: "新細明體" , "serif"; font-size: 14.0pt;">說明氮循環的主要過程:氮從生產者傳遞至消費者與分解者、氮進入土壤及氮從土壤中移出;並探討農業使用氮肥對氮循環的影響。</span><span lang="EN-US" style="font-family: "新細明體" , "serif"; font-size: 14.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">這就表示,<span style="background: #D9D9D9; mso-pattern: gray-15 auto; mso-shading: white;">物質循環中的碳循環在國中就會學習,而氮循環則只有選修生物的學生才需要學<span lang="EN-US">(</span>理化科也有類似情形,如莫耳濃度<span lang="EN-US">)</span>,根本不必加註負面表列</span>。</span><br />
<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">這部分心測中心應該會在往後出題時更加注意。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">其餘牽涉到科學正確性爭議的問題(這些問題存在很久了,不是新綱才出現),如<span lang="EN-US">:</span>感覺神經或感覺神經元,一對或一個基因、等位基因或基因<span lang="EN-US">…</span>這些問題雖有討論,但可能要和教科書審查連動才有辦法解決。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">理性溝通,為考、教找更好的模式<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">我前面抱怨一堆,其實真是被罵怕、罵煩了<span lang="EN-US">!!</span>在領綱研修過程中,一字一句都須斟酌計較,戰戰兢兢的寫,修改<span lang="EN-US">(</span>我們知道這會是影響深遠的文字<span lang="EN-US">)</span>;審查過程中,各種意見的折衝<span lang="EN-US">…</span>這些都很累但都是小事,真正的考驗出在領綱公布後,進入領綱使用階段,所有使用者<span lang="EN-US">(</span>老師、教科書編寫者、會考出題者<span lang="EN-US">…)</span>發現領綱寫得不好、不對,然後毫不留情地批評<span lang="EN-US">(</span>反正只要用得不順都是領綱的錯<span lang="EN-US">)!</span>這些批評,並不會因為我已卸任、已無權而放過。覺得要長期被檢視、批評,累<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">將心比心,我其實也能體諒心測中心的難處:我曾聽到很多和心測中心打過交道<span lang="EN-US">(</span>如試題疑義,送分等問題<span lang="EN-US">)</span>的老師表示:心測中心根本不聽考生或老師的意見,反應問題是沒用的。所以當參考題出現超綱或不符合領綱的題目時,我心中升起憤怒、責怪的想法:「你們難道不知道自己責任重大<span lang="EN-US">?</span>為什麼不好好看課綱<span lang="EN-US">?</span>」,但是經過溝通,我知道了他們也有難處,比如<span lang="EN-US">:</span>如果改變太大,怕引起學生、家長恐慌<span lang="EN-US">(</span>然後通通去補素養<span lang="EN-US">)</span>,所以只能小幅修改,大多數的題目是以往的考題,這樣「穿著衣服改衣服」比起重做新衣更難,難免出現和新綱不符的地方。另外,心測中心看似權力很大,決定了考生的前途,但也正因為這樣,所以卡在領綱、教科書、老師、學生、家長、各縣市制度之間,其實是動輒得咎,壓力很大的。從心測中心面對問題,積極修改、調整的做法來看,他們也是有心要出符應新課綱的題目,我們可以多提供建議,一起來督促、協助他們,也讓新課綱推行更順利、有效。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">換個視角看會考與領綱<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">老師們看待會考其實可以更全面,不必為了每年難得出現的一題<span lang="EN-US">”</span>超綱<span lang="EN-US">”</span>題而心急,甚至改變教學方向,反而應該看大趨勢-計算題減少,探究題增加,跨科概念題也會列入<span lang="EN-US">。而</span>看待課綱則建議更彈性,課綱是原則,是低標,是一定要會的基本知識、能力,但老師們可以依據學生的需求而做調整的。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; font-size: 14.0pt;">總之,關於<span lang="EN-US">111</span>會考參考試題,自然組的諮詢會議決議是:明確超綱的不會考,邊緣爭議的內容會盡量避免<span lang="EN-US">---</span>這是用我的話講不是正式會議紀錄。至於什麼是超綱、爭議,領綱研修小組、心測中心以後會盡量多溝通。以上報告。<span lang="EN-US"><o:p></o:p></span></span></div>
<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-49284542303787610652019-09-18T20:43:00.001+08:002019-09-19T07:13:17.422+08:00亂中有序—從月相教學看教學平台(2)<h2 style="background: white;">
<span style="font-size: small;"><span style="font-weight: normal;">今天要介紹</span><span lang="EN-US" style="font-family: "calibri" , sans-serif; font-weight: normal;">mysteryscience</span><span style="font-weight: normal;">這個平台,ㄧ樣也是可以申請帳號免費使用</span><span lang="EN-US" style="font-family: "calibri" , sans-serif; font-weight: normal;">(</span><span style="font-weight: normal;">這個試用期較長,一年喔</span><span lang="EN-US" style="font-family: "calibri" , sans-serif; font-weight: normal;">)</span><span style="font-weight: normal;">。</span></span><span lang="EN-US" style="font-family: "calibri" , sans-serif; font-weight: normal;"><span style="font-size: small;">https://mysteryscience.com/lessons/seasonal/fall</span><span style="font-size: 12pt;"><o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span lang="EN-US" style="font-weight: normal;">Mystery-</span><span style="font-weight: normal;">顧名思義,她的課程是由問題</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">謎題</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">開始的</span><span style="font-weight: normal;"> </span><span style="font-weight: normal;">,如:以</span><span lang="EN-US" style="font-weight: normal;"><a href="https://mysteryscience.com/astronomy/mystery-1/day-night-earth-s-rotation/378?r=57490968"><span style="color: windowtext; text-decoration: none; text-underline: none;">How fast does
the Earth spin?</span></a></span><span style="font-weight: normal;">這個</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">開始一個課程,而課程進行的方式是</span><span lang="EN-US" style="font-weight: normal;">:</span><span style="font-weight: normal;">提出主問題,然後有一小段和回答問題有關的影片</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">稱為</span><span lang="EN-US" style="font-weight: normal;">EXPLORE</span><span style="font-weight: normal;">,就是探索、探究的意思</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">,影片到一個段落後,會提出另一個問題,如:</span><span lang="EN-US" style="font-weight: normal;">How do we know the Earth is
moving, and not the Sun?</span><span style="font-weight: normal;">由學生進行討論;之後再開始另一個段落的影片,再提出一個討論題,如:</span><span lang="EN-US" style="font-weight: normal;">How fast is the Earth
spinning? (How many miles or kilometers an hour?) </span><span style="font-weight: normal;">,所提的多數是開放性的問題,可以引發討論。</span><span lang="EN-US" style="font-weight: normal;"><o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span style="font-weight: normal;">在</span><span lang="EN-US" style="font-weight: normal;">EXPLORE</span><span style="font-weight: normal;">完後,則是一個和這個問題相關的實作活動</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">如</span><span lang="EN-US" style="font-weight: normal;">:How fast does the Earth
spin?</span>)<span style="font-weight: normal;">,影片以逐步解說的方式,告訴你怎樣製作道具,怎樣進行活動,影片下方的</span><span lang="EN-US" style="font-weight: normal;">Activity Prep</span><span style="font-weight: normal;">就是這個活動所需的材料、檔案</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">如地球地圖</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">。實作活動中也會提出問題,最後還有綜合應用的挑戰題。</span><span lang="EN-US" style="font-weight: normal;"><o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span style="font-weight: normal;">我昨天說我比較喜歡</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">的課程形式,就是因為他會提出比較需要思考的問題,即使在實作活動中也是用問題來引導思考,而不是食譜式的操作,比較有探究的味道。</span><span lang="EN-US" style="font-weight: normal;"><o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span style="font-weight: normal;">由於問題五花八門,要由問題開發而成課程,其實很難有系統性,</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">是如何克服這個問題而發展出特色</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">我認為這是特色</span><span lang="EN-US" style="font-weight: normal;">)?</span><span style="font-weight: normal;">我發現其實他們也是按照</span><span lang="EN-US" style="font-weight: normal;">NGSS</span><span style="font-weight: normal;">在發展課程的,如:</span><span lang="EN-US" style="font-weight: normal;"><a href="https://mysteryscience.com/astronomy/mystery-1/day-night-earth-s-rotation/378?r=57490968"><span style="color: windowtext; text-decoration: none; text-underline: none;">How fast does
the Earth spin?</span></a></span><span style="font-weight: normal;">這個問題</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">也可以是這堂課的名稱</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">,核心概念是</span><span lang="EN-US" style="font-weight: normal;">DCIs: ESS1.B</span><span style="font-weight: normal;">、學習表現是</span><span lang="EN-US" style="font-weight: normal;">5-ESS1-2…</span><span style="font-weight: normal;">等。每一個核心概念可以由幾個問題</span><span lang="EN-US" style="font-weight: normal;">(Mystery)</span><span style="font-weight: normal;">組成,所以在看似鬆散的問題中建構出系統性</span><span lang="EN-US" style="font-weight: normal;">!<o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">的網頁上,左欄有依年級劃分的欄位,也就是可以按年級去找課程,如:</span><span style="font-weight: normal;"> <span lang="EN-US">5th Grade
Units</span></span><span style="font-weight: normal;">裡面就有</span><span lang="EN-US" style="font-weight: normal;">4</span><span style="font-weight: normal;">大類課程,每一個課程有幾個</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">。不過我覺得整個平台最有價值,最值得參考的是:每一年級的選項旁邊有一個</span><span lang="EN-US" style="font-weight: normal;">lanning Guide & NGSS</span><span style="font-weight: normal;">,這是非常完整的課程計畫,從這裡你可以看到整個</span><span lang="EN-US" style="font-weight: normal;">5</span><span style="font-weight: normal;">年級的科學課,會學那些</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">,每個</span><span lang="EN-US" style="font-weight: normal;">Mystery</span><span style="font-weight: normal;">在</span><span lang="EN-US" style="font-weight: normal;">NGSS</span><span style="font-weight: normal;">中的位置</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">也就是像我們領綱的學習表現和學習內容</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">,我們一缺少這種整體性、全面性規劃課程的習慣啊</span><span lang="EN-US" style="font-weight: normal;">!!<o:p></o:p></span></span></h2>
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<span style="font-family: inherit; font-size: small;"><span style="font-weight: normal;">以一個退休的國中老師,為什麼會對這兩個平台的內容</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">國小課程</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">有興趣</span><span lang="EN-US" style="font-weight: normal;">?</span><span style="font-weight: normal;">其實是我這幾年參與領綱研修、課程研發、教師專業成長</span><span lang="EN-US" style="font-weight: normal;">…</span><span style="font-weight: normal;">等工作,總感覺碰到瓶頸了,如:好不容易研發出來的課程</span><span style="font-weight: normal;"> <span lang="EN-US">(</span></span><span style="font-weight: normal;">我自認課程設計得很好</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">,很少人看,更不用說有人去試用了</span><span lang="EN-US" style="font-weight: normal;">(</span><span style="font-weight: normal;">其實是有些老師會試用,雖然人數不多,但在台灣的教育環境,應該已經算不錯了</span><span lang="EN-US" style="font-weight: normal;">)</span><span style="font-weight: normal;">,我在想是否表達方式不親民,所以老師不易接受</span><span lang="EN-US" style="font-weight: normal;">?</span><span style="font-weight: normal;">該怎樣改進呢</span><span lang="EN-US" style="font-weight: normal;">?</span><span style="font-weight: normal;">這兩個平台給我一些新想法,雖然還有點模糊,但我覺得應該會發酵,希望釀出香醇的酒,所以先記錄一下想法</span><span lang="EN-US" style="font-weight: normal;">!<o:p></o:p></span></span></h2>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0WDbGiC9012K5NhFMlQESQwF5hVEOEHd50MZiwG6CanLX1yIHfUdzIEr1-ZWrTMvI7brfQS5Te2ZFQyaSN_maqwHrVqalsEMiLklA2yI678j2ph4xJEhNN-7ZepJCQFL1Ba_5Zc77UjN/s1600/1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1289" data-original-width="1410" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0WDbGiC9012K5NhFMlQESQwF5hVEOEHd50MZiwG6CanLX1yIHfUdzIEr1-ZWrTMvI7brfQS5Te2ZFQyaSN_maqwHrVqalsEMiLklA2yI678j2ph4xJEhNN-7ZepJCQFL1Ba_5Zc77UjN/s320/1.png" width="320" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8TjMrLrA9fit_1yUQhE6xy7sNgUgSCqfzGCDetFa67_wnPg08fPPfDlUKMhrZba6NgMrwV24BuJkUuffbw41p1WU8adoZX6DF2zpTOAAP3lv5jr5V_gRIcxjHomZW1saHGpsRCnD-bHOo/s1600/2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1029" data-original-width="1600" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8TjMrLrA9fit_1yUQhE6xy7sNgUgSCqfzGCDetFa67_wnPg08fPPfDlUKMhrZba6NgMrwV24BuJkUuffbw41p1WU8adoZX6DF2zpTOAAP3lv5jr5V_gRIcxjHomZW1saHGpsRCnD-bHOo/s320/2.png" width="320" /></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdTpdfzi0gM1z_iepUX_v8aEoZI2AhE7GnHj_icF_WTXIfM7K5zj1hlELY5SjyOoTTJuyuSX4GMBvApzRwIDjxb5SQ7D7VafE_rEB4YunZc8I2acQ-jBp8unSel3uCkCcmV8GsLSzTWP93/s1600/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1240" data-original-width="1600" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdTpdfzi0gM1z_iepUX_v8aEoZI2AhE7GnHj_icF_WTXIfM7K5zj1hlELY5SjyOoTTJuyuSX4GMBvApzRwIDjxb5SQ7D7VafE_rEB4YunZc8I2acQ-jBp8unSel3uCkCcmV8GsLSzTWP93/s320/3.png" width="320" /></a><br />
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月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-15584558488330629052019-09-17T22:19:00.001+08:002019-09-17T22:21:48.142+08:00外國的月亮比較圓?從月相教學看教學影片(1)<br />
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<span style="font-family: inherit;">看到有位老師貼出一些在家備課的照片,這位老師備的是國小的月相,以自家客廳、檯燈、老師本人<span lang="EN-US">…</span>當教具,</span>老師本人和家人一起<span style="font-family: inherit;">自導、自演外加自拍</span><span lang="EN-US" style="font-family: inherit;">…</span><span style="font-family: inherit;">。感動之餘,我想起這兩天正好有看到美國的兩個教學網站:</span></div>
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<span lang="EN-US"><span style="font-family: inherit;">1
mysteryscience <span style="mso-spacerun: yes;"> </span><a href="https://mysteryscience.com/lessons/seasonal/fall">https://mysteryscience.com/lessons/seasonal/fall</a><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">2
generationgenius <span style="mso-spacerun: yes;"> </span><a href="https://www.generationgenius.com/">https://www.generationgenius.com/ </a><o:p></o:p></span></span></div>
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<span style="font-family: inherit;">這兩個平台都是以<span lang="EN-US">K-5</span>的科學課為內容,有很多很好的教學資源,都可以申請免費試用,所以我就想去找找看有沒有月相的相關資源。果然有,而且影片拍得很好,忍不住來寫介紹、分享文:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">Generationgenius</span><span style="color: black;">介紹 <span style="mso-spacerun: yes;"> </span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYDoiEmgEV9lf6_SDgGKczZaWtM1EtRB1Ty0BO6HcRfe3KJX126fGH-zdsAs-rKwOaFBTN856BRV7cuC49AxARYRhJTu6ddfVDez0406gFmqY8Vs5Yo0MuVFBJ4ux__M-72iLwKCNrGucs/s1600/%25E5%259C%25961.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="719" data-original-width="1600" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYDoiEmgEV9lf6_SDgGKczZaWtM1EtRB1Ty0BO6HcRfe3KJX126fGH-zdsAs-rKwOaFBTN856BRV7cuC49AxARYRhJTu6ddfVDez0406gFmqY8Vs5Yo0MuVFBJ4ux__M-72iLwKCNrGucs/s400/%25E5%259C%25961.png" width="400" /></span></a></div>
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<span style="font-family: inherit;">一、找到你要的課:可以從網頁上方的<span lang="EN-US" style="text-transform: uppercase;"><a href="https://www.generationgenius.com/science-videos-for-kids/"><span style="color: black; text-decoration-line: none;">LESSONS</span></a></span><span style="text-transform: uppercase;">、<span lang="EN-US"><a href="https://www.generationgenius.com/standards/"><span style="color: black; text-decoration-line: none;">STANDARDS</span></a></span>、<span lang="EN-US"><a href="https://www.generationgenius.com/science-activities-for-kids/"><span style="color: black; mso-themecolor: text1;">ACTIVITIES</span></a></span></span><span lang="EN-US" style="font-weight: normal; text-transform: uppercase;"> </span><span style="font-weight: normal; text-transform: uppercase;">去找,而我是以</span><span lang="EN-US" style="color: #4a4a4a; letter-spacing: -0.4pt;">Moon Phases</span><span lang="EN-US" style="font-weight: normal; text-transform: uppercase;"> </span><span style="font-weight: normal; text-transform: uppercase;">這個關鍵詞去搜尋,找到</span><span lang="EN-US" style="color: #4a4a4a; letter-spacing: -0.4pt;">Moon & Its Phases </span><span style="color: #4a4a4a; letter-spacing: -0.4pt;">這個影片<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFzqMGOcc3AYG4JT9881Zcs154b2HcL2CaI6uOJACeHy-qKySeNAVSq8I2ENINQC2IOiHr4bYKVCwMu5ndD6FYohn2FCXY9uaMWafv-__bKUmtmWTOdNHadSi0QsIU7gC2suW26e-XfeCm/s1600/%25E5%259C%25962.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="668" data-original-width="1600" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFzqMGOcc3AYG4JT9881Zcs154b2HcL2CaI6uOJACeHy-qKySeNAVSq8I2ENINQC2IOiHr4bYKVCwMu5ndD6FYohn2FCXY9uaMWafv-__bKUmtmWTOdNHadSi0QsIU7gC2suW26e-XfeCm/s400/%25E5%259C%25962.png" width="400" /></span></a></div>
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<span style="font-family: inherit;">二、檢視可用的資源:這個平台的教學設計非常適合教學使用,他的模式是有一個<span lang="EN-US">10</span>多分鐘的教學影片,在影片底下就提供了所有教學資源,如:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">1</span>從影片中可以學到<span lang="EN-US">….(</span>相當於教學目標<span lang="EN-US">)<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">2 </span>討論的問題<span lang="EN-US">---</span>這裡列出看影片前、後可以提問的所有問題<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">3</span>單字<span lang="EN-US">-</span>其實就是專有名詞的解釋<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">4 </span>閱讀資料<span lang="EN-US">---</span>這非常好用,就是影片的字幕,還可以開聲音,跟著唸<span lang="EN-US">(</span>可以練英語聽力<span lang="EN-US">+</span>朗讀,連國中都適用<span lang="EN-US">)</span>,有<span lang="EN-US">pdf</span>檔可以下載。</span></div>
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<span style="font-family: inherit;"><span lang="EN-US">5</span>活動<span lang="EN-US">diy-</span><span lang="EN-US">-</span>每一個影片都會搭配有實作活動,這裡提供實作活動所需的作法、材料、圖卡<span lang="EN-US">…..<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">6lesson plan---</span>我覺得這部分有點像我寫課程時會寫的課程使用說明,課程架構,裡面會說明配合NGSS<span lang="EN-US">(你可以</span>把她想成領綱<span lang="EN-US">)</span>的哪個核心概念<span lang="EN-US">(</span>也有編碼<span lang="EN-US">)</span>、搭配課堂哪些活動、評量<span lang="EN-US">..</span>等<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">7</span>教師手冊<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">8</span>評量<span lang="EN-US">-</span>提供<span lang="EN-US">kahoot </span>遊戲是測驗或紙本練習題<span lang="EN-US"><o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFxZVXnAMbb03OYQZa8g3kpNBbjv1V5Z9RPk8M5I32knzO6_ex0byYuzpXBsSrdXMDCdcqQ-iy5qcz19b5f7ezODMymJ9bOmk7wijDfSCUFxflrB98BEE6w58ngIZ-k4KWNsHEIlk2-xhz/s1600/%25E5%259C%25963.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1398" data-original-width="1600" height="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFxZVXnAMbb03OYQZa8g3kpNBbjv1V5Z9RPk8M5I32knzO6_ex0byYuzpXBsSrdXMDCdcqQ-iy5qcz19b5f7ezODMymJ9bOmk7wijDfSCUFxflrB98BEE6w58ngIZ-k4KWNsHEIlk2-xhz/s320/%25E5%259C%25963.png" width="320" /></span></a></div>
<span style="color: #4a4a4a; letter-spacing: -0.4pt;"><span style="font-family: inherit;">是不是該有的都有的,連一些我們沒想到的也都有!!</span></span><br />
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">三、看教學影片:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">影片以三個解說者加一個機器人的方式,在棚內和戶外、實驗室等場景拍攝,形式很活潑,內容非常豐富,尤其像月相這種需要模型的活動,以他們設備、資源和後製的功力,拍出來的影片真的是有趣、易懂、適合教學<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">我覺得影片中對於日地月在直徑大小和距離的比例有特別說明是很好的<span lang="EN-US">(</span>我在跨科概念尺度單元,就特別把<span lang="EN-US">”</span>距離<span lang="EN-US">”</span>的比例列入模型中,而設計了<span lang="EN-US">”</span>操場上的太陽系<span lang="EN-US">”</span>學習活動),另外,模擬月球表面受隕石撞擊形成坑洞的作法,也很有意義。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">每部影片在教學之後,會有 <span lang="EN-US">real world science </span>,這是結合事實、生活情境的實作、觀察活動,在月相這集是教學生怎樣做日地月模型,模擬月球的移動,觀察記錄月相。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">影片最後一段是<span lang="EN-US">lets review</span>總複習,統整今天教的內容。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">一個有完整教學流程的影片,有各種教學資源,策略,甚至連評量都做好了的平台,可以幫助很多的老師,而且是即時、確實、可行的幫助。如果這樣來推動新課綱,哪有不成功的道理<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span style="font-family: "新細明體" , "serif"; mso-ascii-theme-font: minor-fareast; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 新細明體; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-fareast; mso-no-proof: yes;">看看別人,想想自己,為什麼我們有一堆的教學影片卻沒人要看<span lang="EN-US">?</span>有一堆教案卻沒人要用<span lang="EN-US">?</span>不是我們的老師不夠優秀,實在是我們的資源和人家沒得比啊,所以也只能羨慕了<span lang="EN-US">!<o:p></o:p></span></span></div>
<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-40923596399855383672019-08-31T17:47:00.000+08:002019-08-31T17:47:08.984+08:00讓老師安心的為新課綱的理想而努力吧<br />
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<b><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">左右教學方向的心測中心</span></b></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">新課綱上路了<span lang="EN-US">!!</span>領綱在專家、教授、老師等數年研修,再經初審、複審後總算過了;教科書趕在最後期限通過審查,正好來得及發到學生手上;老師們轉戰各式研習場,修練素養導向教學技能,打算回教室大展身手<span lang="EN-US">!</span>為了新課綱老師、學生、教育界的大大小小都接受了考驗<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">但所有人心中都知道,新課綱的成敗其實是操在負責驗收成果的心測中心、大考中心。考試領導教學一直是台灣教育現場的鐵律<span lang="EN-US">!</span>所以這次新課綱的啟動,心測中心、大考中心也被賦予重任,在新課綱上路的同時就提出<span lang="EN-US">3</span>年後<span lang="EN-US">(111</span>年<span lang="EN-US">)</span>會考或學測的參考試題本,來說明<span lang="EN-US">3</span>年後的考試方向,試圖引導教學方向,所以這個題本可真是動見觀瞻呢<span lang="EN-US">!!</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 微軟正黑體, sans-serif; font-size: 18.6667px;"><b>參考試題不具參考功能...</b></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">「<span lang="EN-US">111</span>年國中教育會考各科等級表現描述與參考試題本」在<span lang="EN-US">8/30</span>國中開學的這天公布了<span lang="EN-US">!</span>我今天立馬看了自然科學的生物科考題,這一看心裡暗叫不妙,因為,號稱新課綱的考題,其實和之前的考題沒什麼不同,最嚴重的是:明明已經不在國中學習內容的<b>氮循環和遺傳相關內容</b>都出來了<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">我把這幾題我認為有問題的部分在這裡做個小分析:<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">試題分析舉例<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL3IAilvRT4YDKjIvGXyPZR8E8MJ25uusB1H6cRtYzENXrqe-iLibaW3kCdQpaJbq01ZfAd7TwgvKitDeZZi10vb_UaocFyv6kk-OoVm4ZiAQhfwbTIs8giPX53gQXRAAG5zIuI2Cxsmhu/s1600/%25E5%259C%2596%25E7%2589%25872.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="294" data-original-width="699" height="167" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL3IAilvRT4YDKjIvGXyPZR8E8MJ25uusB1H6cRtYzENXrqe-iLibaW3kCdQpaJbq01ZfAd7TwgvKitDeZZi10vb_UaocFyv6kk-OoVm4ZiAQhfwbTIs8giPX53gQXRAAG5zIuI2Cxsmhu/s400/%25E5%259C%2596%25E7%2589%25872.png" width="400" /></a></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">題目分析:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">1</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">學習內容</span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #990000;"><span lang="EN-US">Bd-</span>Ⅳ<span lang="EN-US">-2</span>在生態系中,碳元素會出現在不同的物質中(如二氧化碳、葡萄糖),在生物與無生物間循環使用。</span><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">內容說明<span lang="EN-US">2-1 </span>了解碳元素會出現在不同的物質中,在生物與無生物間循環使用。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">2</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">九貫時,有一個學習內容要項細目<span lang="EN-US">510-4c .</span>瞭解自然界中水循環、氮循環、碳循環。所以<span lang="EN-US"> 3</span>家教科書都寫了水循環、碳循環、氮循環,但是新領綱在這個學習內容只列出碳元素的循環使用<span lang="EN-US">!</span>在「九貫與<span lang="EN-US">12</span>年國教的變動比較」中,還特別強調氮循環移到高中,也就是新領綱是沒有<span lang="EN-US">”</span>氮循環<span lang="EN-US">”</span>這個學習內容的。但此題直接以氮循環命題,明顯是超綱啊<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">(</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">以下包含<span lang="EN-US">20.22.31</span>三題的共同分析<span lang="EN-US">)<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSMarmakt6FSTFCIg7gT7HnDx5H1kN0zAoxsR-XhRDp7oXzAtSxuNfIp7glH1kTOX2kXhJA_5G8nBwUh4e6wIWOnEJTFVVtAETOWtauosxNnXOwuKC-t4Qw3_40SwHXOnT-ZFRTLmEYMeI/s1600/%25E5%259C%2596%25E7%2589%25871.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="549" data-original-width="1397" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSMarmakt6FSTFCIg7gT7HnDx5H1kN0zAoxsR-XhRDp7oXzAtSxuNfIp7glH1kTOX2kXhJA_5G8nBwUh4e6wIWOnEJTFVVtAETOWtauosxNnXOwuKC-t4Qw3_40SwHXOnT-ZFRTLmEYMeI/s400/%25E5%259C%2596%25E7%2589%25871.png" width="400" /></a></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><o:p> </o:p></span><span style="font-family: 微軟正黑體, sans-serif; font-size: 14pt;">題目分析</span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">1</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">學習內容<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #cc0000;">Ga-</span></span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #cc0000;">Ⅳ<span lang="EN-US">-1</span>生物的生殖可分為有性生殖與無性生殖,有性生殖產生的子代其性狀和親代差異較大。</span><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">學習內容說明<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="color: #666666;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">1-1</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">了解有性生殖和無性生殖的差異,以及兩者在物種延續上的意義。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #666666;">1-2</span></span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #666666;">了解生物有性生殖時的各種策略</span><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="color: #990000;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ga</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">生殖與遺傳這個次主題包含六條學習內,<span lang="EN-US">2-6</span>分別如下<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="color: #990000;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ga-</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ⅳ<span lang="EN-US">-2</span>人類的性別主要由性染色體決定。
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<span style="color: #990000;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ga-</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ⅳ<span lang="EN-US">-3</span>人類的<span lang="EN-US">ABO</span>血型是可遺傳的性狀。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="color: #990000;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ga-</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ⅳ<span lang="EN-US">-4</span>遺傳物質會發生變異,其變異可能造成性狀的改變;若變異發生在生殖細胞可遺傳到後代。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="color: #990000;"><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ga-</span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">Ⅳ<span lang="EN-US">-5</span>生物技術的進步,有助於解決農業、食品、能源、醫藥以及環境相關的問題,但也可能帶來新問題。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #990000;">Ga-</span></span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span style="color: #990000;">Ⅳ<span lang="EN-US">-6</span>孟德爾遺傳研究的科學史。</span><span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">2 </span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">現在知道我為什麼把<span lang="EN-US">3</span>題放在一起分析了吧<span lang="EN-US">? </span>因為他們都屬於同一條學習內容。生物科學習內容橫跨<b><span lang="EN-US">16</span>個次主題,<span lang="EN-US">55</span>個學習內容</b>,就算扣掉<span lang="EN-US">M<span style="mso-tab-count: 1;"> </span></span>和<span lang="EN-US">N</span>兩個主題所含的統整性的內容,專門屬於生物科的學習內容也有<span lang="EN-US">41</span>條,從<span lang="EN-US">41</span>題學習內容要出<span lang="EN-US">14</span>或<span lang="EN-US">15</span>題,怎麼說也不該一條學習內容出了<span lang="EN-US">3</span>題,比例未免太高了吧<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">3 </span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">生殖與遺傳<span lang="EN-US">(Ga) </span>與 演化<span lang="EN-US">(Gb) </span>這<span lang="EN-US">2</span>個次主題,是這次課綱研修中改變最大的部分,大家都知道演化幾乎全部移到高中,只留下一條地層與化石,而<span lang="EN-US">(</span>生殖與<span lang="EN-US">)</span>遺傳也只留下可觀察的項目,牽涉到機制、機率的全部移到高中,遺傳的相關專有名詞只有性狀、染色體。<b>基因這個詞一次也沒出現過</b><span lang="EN-US">!</span>當初討論的重點就是<span lang="EN-US">9</span>貫後期教科書審查時為了<b style="mso-bidi-font-weight: normal;">一個基因,一對基因,等位基因</b>等名詞,爭論不休,且造成學生學習上很大的困擾,所以希望新領綱中不出現基因這個詞,讓基因成為普通名詞,學習重點放在有性生殖與無性生殖的差異及意義、有性生殖時的各種策略,這些可觀察,學生可理解的內容。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">但是,這份參考試題本竟然<b>一口氣出三題,而且</b><b style="mso-bidi-font-weight: normal;">一個基因,一對基因,等位基因</b>等爭議名詞通通出現<span lang="EN-US">!!</span>到底是沒看領綱還是誤會領綱的意思了<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">老師的反應<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">當我把問題提出來後,臉書上老師的想法包括:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">1 </span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">別相信領綱,領綱說刪的,還是考出來了阿,我們還是多教一些較保險<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">2 </span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">不只生物科,其他科<span lang="EN-US">(</span>如國文<span lang="EN-US">)</span>也都有這樣的問題<span lang="EN-US">…<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">3 </span><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">根本沒有考學習表現、探究與實作阿,照以前的教法應該也能應付<span lang="EN-US">…<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><span lang="EN-US">4感覺就是把舊題目重新組合...</span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">當然也有很多延伸的討論,如:為什麼要把學習內容簡化<span lang="EN-US">? </span><b>領綱沒有列出的內容老師能教嗎,</b>我的回答是:領綱是低標,老師可以根據你的學生素質、特性、需求去做補充或深化,如你所在的縣市是鄉下,學生對施肥、有機肥<span lang="EN-US">...</span>等很有經驗,那老師導入氮循環是很合適的。只要老師把領綱要求的低標都教了,還有時間、餘力當然可以加強<span lang="EN-US">!</span>老師是有教材自主權的。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">如果心測中心的命題方向有問題<span lang="EN-US">?</span>怎麼辦<span lang="EN-US">?<o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">有一個老師很關心地說:你把問題公開出來,現在大家都看到心測中心出了領綱沒有的內容<span lang="EN-US">...</span>這樣不是讓本來對新課綱質疑或排斥的老師更有理由退回原來的教學嗎<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">說真的,我原來也有這樣的顧慮,所以不打算公開,只想透過相關單位去反應,但發現<span lang="EN-US">…</span>心測中心沒有能管得到他的上級單位<span lang="EN-US">!!</span>那怎麼辦<span lang="EN-US">?<b style="mso-bidi-font-weight: normal;"> </b></span><b style="mso-bidi-font-weight: normal;">我們要讓方向偏斜的心測中心來領導我們的教學<span lang="EN-US">?</span>還是有辦法讓心測中心修改方向<span lang="EN-US">?<o:p></o:p></span></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">公開問題才能解決問題</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">幾經考慮我決定把問題公開,也邀請各科老師看看你們的試題本,如果有疑慮也要反應出來,讓心測中心聽到、看到現場老師的疑慮,盡快去修改方向<span lang="EN-US">(3</span>年後才要考試,現在調整方向很來得及<span lang="EN-US">)</span>,否則正式施測時若出現相似的問題,被評為<span lang="EN-US">”</span>超綱<span lang="EN-US">”</span>,是要送分的,影響的層面就很大了<span lang="EN-US">!!<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;">我想:與其坐等不存在的上級為我們解決問題,不如我們主動發現問題,引導改革方向<span lang="EN-US">! </span>心測中心以領綱為依據去設計考題,現場老師才能安心的為新課綱的理想而努力<span lang="EN-US">!!</span></span></b><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; font-size: 14.0pt;"><o:p></o:p></span></div>
<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com2tag:blogger.com,1999:blog-1731902099667890189.post-49739433797020897612019-08-27T21:30:00.000+08:002019-08-27T21:31:04.266+08:00108課綱自然科學領域 跨科主題模組介紹<div class="separator" style="clear: both; text-align: left;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;"><span style="font-family: inherit;">跨科主題</span></span></b></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">12</span><span style="color: black;">年國教自然科學領域的學習內容架構,有一個<span lang="EN-US">9</span>貫學習內架構所沒有的階層<span lang="EN-US">---</span>跨科概念,以七個跨科概念統整、連貫自然科學的學習內容。國小階段的學習內容以跨科概念為主,如;以往能量單元,可能是由<span lang="EN-US">”</span>理化<span lang="EN-US">”</span>觀點來敘寫內容,新領綱則以<span lang="EN-US">”</span>物質與能量<span lang="EN-US">”</span>相關的現象、問題、知識來發展,分不出生物、物理、化學的界線。國中學習階段,原則上以分科為主,如七年級以生物為主,<span lang="EN-US">8</span>年級以理化為主,<span lang="EN-US">9</span>年級則有理化旱地科的內容,但有一個特殊的設計<span lang="EN-US">(</span>規定<span lang="EN-US">)</span>:每學期要有<span lang="EN-US">1/6</span>時數,以跨科概念為主的單元。希望用跨科概念引導學生從較統整的角度來學習科學。高中則以分科為主但要求有<span lang="EN-US">1/3</span>時數是以跨科概念為主的內容,進行探究與實作。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black;"><span style="font-family: inherit;">把菜端出來,而不是說得一口好菜<span lang="EN-US"><o:p></o:p></span></span></span></b></div>
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<span style="color: black;"><span style="font-family: inherit;">由於這是一個<span lang="EN-US">”</span>史無前例<span lang="EN-US">”</span>的課程模式,預想教科書編寫者和現場老師一定充滿疑惑,一定會提問:”跨科概念”、”跨科主題”的單元應該長什麼樣子<span lang="EN-US">?</span>所以國教院有一個計劃就是發展<span lang="EN-US">”</span>跨科概念<span lang="EN-US">”</span>、<span lang="EN-US">”</span>跨科主題<span lang="EN-US">”</span>的課程模組,我自己認為這是把<span lang="EN-US">”</span>跨科概念<span lang="EN-US">”</span>、<span lang="EN-US">”</span>跨科主題<span lang="EN-US">”</span>可視化的工作,用來回答上面的問題<span lang="EN-US">---</span>跨科概念”、”跨科主題”的單元可以是這樣的<span lang="EN-US">!!(</span>當然,這不是範例,不是唯一模式,僅供參考<span lang="EN-US">)</span>。我覺得要推動新課程,就把課程做出來而不是一直講課程應該怎麼做<span lang="EN-US">….</span>,也就是:把菜端出來,而不是說得一口好菜。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">於是在張文華教授、國教院自然組團隊等的協助、指導下,我和小<span lang="EN-US">P(</span>鄭志鵬老師<span lang="EN-US">)</span>、張揮鈺老師、葉辰禎老師等前後合作完成了三個模組:</span></span><br />
<span style="color: black;"><span style="font-family: inherit;">北極熊的處境<span lang="EN-US">(INd</span>改變與穩定<span lang="EN-US">)</span>、</span></span><br />
<span style="color: black;"><span style="font-family: inherit;">從原子到宇宙</span><span lang="EN-US" style="color: black; font-family: inherit;">(INc</span><span style="font-family: inherit;">系統與尺度</span><span lang="EN-US"><span style="font-family: inherit;">)</span><span style="color: #24282f; font-family: "open sans";"><span style="font-size: 16px;"> </span></span></span></span><span style="color: black;"><span style="font-family: inherit;"><span lang="EN-US"> </span></span></span><span style="color: #24282f; font-family: "open sans"; font-size: 16px;">https://ftt.tw/26Ijb</span><br />
<span style="color: black;"><span style="font-family: inherit;">能量從哪裡來去哪裡<span lang="EN-US">(INa</span>物質與能量<span lang="EN-US">) https://ftt.tw/GhObV</span></span></span><br />
<span style="color: black;"><span style="font-family: inherit;">其中從原子到宇宙<span lang="EN-US">(INc</span>系統與尺度<span lang="EN-US">)</span>建議在七年級上學期進行。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black;"><span style="font-family: inherit;">第一個出現在教科書內的跨科單元<span lang="EN-US">---</span>系統與尺度<span lang="EN-US"><o:p></o:p></span></span></span></b></div>
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<span style="color: black;"><span style="font-family: inherit;">現在各家書商的課本都出來了,也都寫了以尺度為主的跨科單元,取材看得出來是參考了從原子到宇宙的內容<span lang="EN-US">(</span>如太陽系模型、微觀尺度現象的觀察、尺度的表示法<span lang="EN-US">…)</span>,但<span lang="EN-US">…</span>還不夠”統整”,比較多的是把跨科概念所含的主題、次主題及對應的學習內容,以跨科的方式呈現在同一單元,就像把生菜、蛋、火腿<span lang="EN-US">…</span>擺在一個盤子內的拼盤。而且學習重點還是以知識為主,較少探究與實作。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="color: black;"><span style="font-family: inherit;">看了這樣的結果覺得有點<span lang="EN-US">”</span>成就<span lang="EN-US">”</span>,至少「從原子到宇宙」應該多少有發揮<span lang="EN-US">”</span>供參考<span lang="EN-US">”</span>的功能<span lang="EN-US">!</span>但也有點期待,希望下冊或<span lang="EN-US">8</span>、<span lang="EN-US">9</span>年級的跨科單元能更打破學科單元的架構<span lang="EN-US">(</span>真正自成一個<span lang="EN-US">8-10</span>節的單元,而不是以<span lang="EN-US">2-3</span>節分散在各小節內<span lang="EN-US">)</span>,以更統整、連貫的角度去學科學。最重要的是:跨科單元能落實探究與實作,而不只是知識的傳輸<span lang="EN-US">!!</span>所以今後我們要做的工作是:如何讓探究與實作更明確、易入門,引導教科書編寫方向,提高老師們採用探究教學的興趣與信心。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black;"><span style="font-family: inherit;">研發甘苦談<span lang="EN-US"><o:p></o:p></span></span></span></b></div>
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<span style="color: black;"><span style="font-family: inherit;">在研發過程中,說真的,壓力很大<span lang="EN-US">(</span>雖說是供參考,但總不能太離譜<span lang="EN-US">)</span>,但也學到很多,畢竟這對我們來說也是新的嘗試,我們以前也不之什麼是跨科概念啊<span lang="EN-US">!</span>來談談我覺得印象深刻的經驗:<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black;"><span style="font-family: inherit;">驚艷也經驗的太陽系模型課程</span></span></b></div>
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<span style="color: black;"><span style="font-family: inherit;">在尺度單元,我們從微觀到巨觀,當初設定的巨觀就是做一個太陽系模型。當我提出要做太陽系模型時,大家都認為是要做行星與太陽以直徑大小按比例縮小的模型,但我堅持要把空間<span lang="EN-US">(</span>距離<span lang="EN-US">)</span>的”尺度”納進來<span lang="EN-US">---</span>我想把太陽系縮小到操場內,或說在操場上呈現太陽系模型。在設計時碰到很多困難,如,當太陽的直徑是<span lang="EN-US">30mm</span>時,地球只有<span lang="EN-US">0.2mm</span>,而海王星距太陽有<span lang="EN-US">96.987m</span>,也就是學校要有<span lang="EN-US">100</span>公尺長的跑道<span lang="EN-US">(</span>空間<span lang="EN-US">)</span>,然後我們要作出一個<span lang="EN-US">0.2mm</span>的球<span lang="EN-US">…</span>當我和學生一起計算等比縮小後的模型,發現將太陽系縮小到操場上,地球不過是跑道起點一個小沙粒,頓時了解了”太空”的涵義,真的好空啊<span lang="EN-US">!!</span>而學生在做海王星的軌道<span lang="EN-US">(</span>約<span lang="EN-US">100</span>公尺的線<span lang="EN-US">)</span>時,直呼<span lang="EN-US">...100</span>公尺怎麼這麼長<span lang="EN-US">(</span>線都糾結成一團了<span lang="EN-US">)</span>…。之後三峽國中的學生想出以雨傘代表行星,在上面寫上行刑大小、性質等資料,解決了我們要做比沙子還小的星球的困擾,而且照起像來很壯觀,很美麗,很美<span lang="EN-US">!!</span>那張空拍的操場上的太陽系<span lang="EN-US">(</span>感謝謝基煌老師協助拍攝<span lang="EN-US">)</span>,真的很令人感動<span lang="EN-US">!! <o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">1</span><span style="color: black;">太陽系的尺度教學簡報<span lang="EN-US"><span style="mso-spacerun: yes;">
</span><a href="https://ftt.tw/XfCvu">https://ftt.tw/XfCvu</a> <o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">2</span><span style="color: black;">太陽系模型閱讀學習單<span lang="EN-US"><span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span><a href="https://ftt.tw/2kuXR">https://ftt.tw/2kuXR</a><o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">3 </span><span style="color: black;">第三單元影像資料<span lang="EN-US"><span style="mso-spacerun: yes;"> </span><a href="https://youtu.be/qJosSDlkUiQ">https://youtu.be/qJosSDlkUiQ</a><o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span style="color: black;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/qJosSDlkUiQ/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/qJosSDlkUiQ?feature=player_embedded" width="320"></iframe></span></span></div>
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span style="color: black;">原來閱讀是很好的切入點<span lang="EN-US"><o:p></o:p></span></span></b></span></div>
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<span style="color: black;"><span style="font-family: inherit;">在<span lang="EN-US">"</span>能量從哪裡來<span lang="EN-US">"</span>課程研發時碰到的困難是:需要先有一些科學概念,如能量的形式,才能展開後續課程,但我們又不想採用傳統的講述式教學,用一堆艱深的名詞嚇壞學生,於是在嘗試很多方法後,決定採用<span lang="EN-US">KWL</span>閱讀。此時,怎樣寫一份”生活化的科學知識”文本,真是傷透腦筋,還好,由我這個物理白癡來執筆,很知道那些寫法我沒興趣也看不董,於是一改再改,終於跳脫傳統的理化科學的學習習慣<span lang="EN-US">(</span>從定義開始<span lang="EN-US">)</span>,改從小朋友經驗切入,發現果然學生能在不知不覺中理解了有點難度的知識,而老師因有”文本”可依靠,也願意嘗試這個課程,是很不錯的經驗。<span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">1</span>能量模組教學示例<span lang="EN-US" style="color: black;"><a href="https://ftt.tw/kVAMQ">https://ftt.tw/kVAMQ</a> <o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">2</span>能量模組試教紀錄<span lang="EN-US" style="color: black;">https://ftt.tw/k1u64 <o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: black;">3</span><span style="color: black;">第一單元</span>能量的形式與轉換 教學簡報<span lang="EN-US"><a href="https://ftt.tw/Ov92s">https://ftt.tw/Ov92s</a><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">4</span>能量的形式閱讀資料</span><span lang="EN-US" style="color: black;"><a href="https://ftt.tw/9FV4z"><span style="font-family: inherit;">https://ftt.tw/9FV4z</span></a><span style="font-family: , serif;"><o:p></o:p></span></span></div>
<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-39381727703907576472018-12-24T23:56:00.002+08:002018-12-25T09:16:29.816+08:00公開課-老師們的自我挑戰<span lang="EN-US" style="font-family: 標楷體;"><o:p> </o:p></span><b><span style="font-family: 標楷體;">勇敢的挑戰者們</span></b><br />
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<span style="font-family: 標楷體;">今天的宜蘭公開課博覽會,我負責國中自然張揮鈺老師的說課、觀課、議課主持,在簡短說課後,我們進行了一節課的觀課,接著進行了二節欲罷不能的議課。議課時,授課教師簡短說明備課過程、設計理念後,就由<span lang="EN-US">6</span>組內觀老師報告觀課所得,聽完內觀老師的說明,我出自內心的說:謝謝大家如此精準的<span lang="EN-US">"</span>看到<span lang="EN-US">"</span>孩子們的表現,謝謝大家如此勇敢地接受了授課老師的挑戰<span lang="EN-US">!!</span>因為授課者和我在設計課程時,就在「按傳統架構上課,展示一場結構完整、效率良好的課」和「打破框架,重現科學家探究過程」兩種模式中掙扎,我這個不必親自上陣的共備者,分析了兩者利弊供授課者選擇,最後披掛上陣的揮鈺老師勇敢的挑戰了後者。我們冒的風險是:觀課老師可能會看到「老師沒在做事、學生很忙但沒有得出正確答案」的一堂課。但議觀課時,老師很勇敢的說出:這堂課</span>打破了我的....習慣、框架,很有慧眼的看出學生和授課老師的亮光,很堅定的說:我回去後想試試看。</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: 標楷體;">要越過的難關</span></b></div>
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<span style="font-family: 標楷體;">揮鈺老師選的單元是<span lang="EN-US">”</span>原子結構<span lang="EN-US">”</span>,學習內容是:<span lang="EN-US">Aa-</span>Ⅳ<span lang="EN-US">-1<span style="mso-spacerun: yes;"> </span></span>原子模型的發展;主要的學習表現是<span lang="EN-US">:tm-</span>Ⅳ<span lang="EN-US">-1(</span>建立模型<span lang="EN-US">)</span>能從合作討論中理解較複雜的自然界模型。<span lang="EN-US">an -</span>Ⅳ<span lang="EN-US">-2(</span>科學本質<span lang="EN-US">)</span>科學知識會因科學研究的時空背景不同而有所變化。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">這真是挑了很困難的單元,有很多障礙要越過,包括:<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">一、<b style="mso-bidi-font-weight: normal;">來自學生的障礙</b>:原子是看不到、摸不著的抽象概念,但學生平常多少聽過這個名詞,所以他們自以為很了解<span lang="EN-US">(</span>這從閱讀前的提問:問題一細胞是構成生物的基本單位,地球上的所有物質是否也有其基本單位來構成?問題二你看過原子嗎<span lang="EN-US">?</span>你認為它是怎樣被發現呢?學生都很自信的認為自己寫的答案是對的,可以看出學生的自以為懂<span lang="EN-US">)</span>,怎樣讓學生察覺自己已有的知識可能是錯的或可以修改的<span lang="EN-US">?</span>怎樣激起學生的好奇想去探索原子<span lang="EN-US">?</span>這是第一個難關。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">二、<b style="mso-bidi-font-weight: normal;">來自課程結構的障礙:</b>依現行的課程架構,其實學生在學原子之前是沒有任何粒子概念的,不知道<span lang="EN-US">”</span>物質是由粒子組成的<span lang="EN-US">”</span>的學生有辦法理解:「一切物質均由微小粒子組成,這種不能再被分割的粒子稱為原子」、「不同元素的原子能以特定比例結合成不同的化合物」<span lang="EN-US">…</span>的意義嗎<span lang="EN-US">? </span>課本中的敘述有助於學生拚出原子的形象嗎<span lang="EN-US">?</span>至少我這個生物老師去看下段文字時,我無法理解原子是長怎樣的。<span lang="EN-US"><o:p></o:p></span></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: 標楷體;">西元<span lang="EN-US">1897</span>年湯姆森(<span lang="EN-US">Joseph John Thomson, 1856</span>~<span lang="EN-US">1940</span>)發現原子其實是由帶電荷的粒子組成,他從原子分出帶負電的電子,並認為原子是密度均勻且帶正電的球體,電子平均分布在其中</span></i><span style="font-family: 標楷體;">。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">我根據這段敘述自己畫出的湯姆森模型是如左圖,然後揮鈺老師說:不是ㄟ,湯姆森的模型是紅色的那張<span lang="EN-US">(</span>右<span lang="EN-US">)</span>才對<span lang="EN-US">…</span>我一直沒看出原來圖中的十字是代表正電荷,沒辦法和「葡萄乾布丁<span lang="EN-US">(</span>或西瓜肉與種子<span lang="EN-US">)</span>」連結,<span lang="EN-US">!<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">總之,生物老師看不懂理化課文,我覺得這課文太不親民了,於是</span><span lang="EN-US" style="font-family: 標楷體;">…</span><span style="font-family: 標楷體;">怎樣讓課程架構更貼近古代科學家的思考歷程,更貼近學生的認知歷程,這是要越過的的二個難關。</span></div>
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<span style="font-family: 標楷體;">三、<b style="mso-bidi-font-weight: normal;">來自探究向度的障礙<span lang="EN-US">:</span></b>建模屬於探究能力中的思考智能<span lang="EN-US">(t)</span>,是腦中的活動,不像問題解決<span lang="EN-US">(p)</span>是外顯的行為、活動。要科學老師設計觀察、定提、實驗設計、操作、數據分析<span lang="EN-US">…</span>等教學,不困難,但要引導學生思考,去建立模型理解科學知識,就難多了。怎樣讓學生真的動腦、怎樣判斷學生是在思考還是在發呆、放空是我們要挑戰的第三個難關。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">四、<b style="mso-bidi-font-weight: normal;">來自進度的障礙<span lang="EN-US">:</span></b>原子結構正常進度需要<span lang="EN-US">2</span>節,公開課只有一節,所以建模只能做到湯姆森和拉瑟福原子模型,老師還不能進行統整,公布答案,而且學生在沒有任何粒子、原子概念下,很難得出<span lang="EN-US">”</span>正確<span lang="EN-US">”</span>模型<span lang="EN-US">”</span>,甚至和正確答案搭不著邊。如何讓觀課老師相信:這看似浪費掉的一節,其實對未來一節<span lang="EN-US">(</span>或兩節課<span lang="EN-US">)</span>的建立模型有很大的意義和實質幫助,如何讓老師覺得探究其實並沒有更浪費時間,標準答案其實沒有那麼重要,這是我們要挑戰的最大難關,成敗就看這一關了<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: 標楷體;">翻轉吧,從傳統的基礎跳躍<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: 標楷體;">所以,我們到底是怎樣越過障礙的<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">一、不喜歡課本的編排方式<span lang="EN-US">?</span>自己調整吧<span lang="EN-US">!</span>一般的教科書或教學習慣是把原子結構放在<span lang="EN-US">6-3</span>或<span lang="EN-US">6-4</span>,但把原子結構當成<span lang="EN-US">6-1</span>來開始這個單元,也是很順的<span lang="EN-US">! <o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">二、不喜歡課文的敘寫方式<span lang="EN-US">?(</span>好啦,其實是看不懂<span lang="EN-US">) </span>」,那就自己寫吧<span lang="EN-US">!</span>相信我,自己寫其實不難,只是上網抓資料,加個情境,刪掉太難的內容就可以了。後來又因進度等考量,文本採<span lang="EN-US">A</span>、<span lang="EN-US">B</span>版本,以方便做交流學習討論。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">三、怎樣讓思考真的發生<span lang="EN-US">? </span>怎樣看到學生的思考<span lang="EN-US">?</span>我們採用<span lang="EN-US">kwl</span>閱讀的一些策略,<span lang="EN-US">(1)</span>閱讀前先以問題引導學生了解自己已具備的知識,及思考學習的方向。讓學生覺察從已知到新知的心智活動過程。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 標楷體;">(2)</span><span style="font-family: 標楷體;">學生利用便利貼記錄自己的想法,讓學生檢視自己的已知,比對自己閱讀前後想法的改變。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 標楷體;">(3)</span><span style="font-family: 標楷體;">跨組觀摩、交流、比對。根據<span lang="EN-US">A</span>、<span lang="EN-US">B</span>文本資料提出各組原子模型。若學生在交換分享後有修改原來的模型而且知道修改的依據,那就表示他們會運用資料、有在思考,他們會建立模型。</span><span lang="EN-US" style="font-family: 標楷體;">(</span><span style="font-family: 標楷體;">詳細教學流程,詳情請看<a href="https://drive.google.com/file/d/1Hytjwx6WMmzr3b8oFAXUV_xpVhcRpoe0/view?usp=sharing">四格教案</a>、<a href="https://drive.google.com/file/d/1ZBISIiqC78X5PdyJyX4D-ryn_v1FRkFF/view?usp=sharing">教學簡報</a>、<a href="https://drive.google.com/file/d/1tgwFHbDPaoHdpHfDfN_-CYAkhRxpWtIS/view?usp=sharing">閱讀資料<span lang="EN-US">A</span>、</a><span lang="EN-US"><a href="https://drive.google.com/file/d/1tgwFHbDPaoHdpHfDfN_-CYAkhRxpWtIS/view?usp=sharing">B</a>)</span></span></div>
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<span style="font-family: 標楷體;">結果呢<span lang="EN-US">?</span>學生的學習有發生嗎<span lang="EN-US">?</span>我用以下的圖來說明:<span lang="EN-US"><o:p></o:p></span></span></div>
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<b><span style="font-family: 標楷體;">感動的畫面</span></b></div>
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<span style="font-family: 標楷體;">這張圖有一個讓老師感動到要哭的故事:這組的同學經過抓破頭的閱讀思考後,畫出了很多芝麻點點的湯姆森原子模型<span lang="EN-US">(</span>他們閱讀<span lang="EN-US">A</span>資料<span lang="EN-US">)</span>,之後和閱讀<span lang="EN-US">B</span>資料的組分享討論後,發現蹊蹺,其中一個同學自言自語:難道我們的黑點點就是<span lang="EN-US">B</span>資料中的<span lang="EN-US">.....</span>,然後全組七手八腳去抓<span lang="EN-US">B</span>文本來看,找出<span lang="EN-US">B</span>文本中的資訊<span lang="EN-US">...</span>說:原來<span lang="EN-US">….</span>那我們應該這樣修才對<span lang="EN-US">….</span>,當我離開那組時,看、聽到組員仰天長<span lang="EN-US">”</span>笑<span lang="EN-US">”---</span>好聰明啊<span lang="EN-US">!!</span>不管她是稱讚自己聰明想得通這個模型,或佩服湯姆森聰明能發展出這個模型<span lang="EN-US">….</span>總之,學生真的經歷過科學家探索的快樂<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">這些也讓我很感動,這是某一組在閱讀後,提出的想深入探究或想了解的內容,你看,學生真的有在思考,而且這些問題問得多好。我看到有學生問:原子是什麼形狀的</span><span lang="EN-US" style="font-family: 標楷體;">?</span><span style="font-family: 標楷體;">他們畫的是方形的,這讓我很震驚:對阿,原子為什麼一定要長成圓形的</span><span lang="EN-US" style="font-family: 標楷體;">? </span><span style="font-family: 標楷體;">我相信以前的科學家也問過這些問題,他們在經歷科學家的思考歷程</span><span lang="EN-US" style="font-family: 標楷體;">!</span></div>
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<span style="font-family: 標楷體;">那些探索單上的黃色</span><span lang="EN-US" style="font-family: 標楷體;">(</span><span style="font-family: 標楷體;">探索前的想法</span><span lang="EN-US" style="font-family: 標楷體;">)</span><span style="font-family: 標楷體;">、藍色</span><span lang="EN-US" style="font-family: 標楷體;">(</span><span style="font-family: 標楷體;">探索後的想法</span><span lang="EN-US" style="font-family: 標楷體;">)</span><span style="font-family: 標楷體;">便利貼告訴我們好多事,你知道嗎</span><span lang="EN-US" style="font-family: 標楷體;">?</span><span style="font-family: 標楷體;">學生認為原子是怎麼被發現的</span><span lang="EN-US" style="font-family: 標楷體;">?</span><span style="font-family: 標楷體;">很多人寫:用顯微鏡觀察</span><span lang="EN-US" style="font-family: 標楷體;">!!</span></div>
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<span style="font-family: 標楷體;">閱讀後,學生認為:原子內有很多帶負電的電子,然後負負得正<span lang="EN-US">…</span>所以有正電<span lang="EN-US">…</span>、有的電子比較大,帶的電比較多<span lang="EN-US">….</span>電、電荷、電子、正電、負電、電中性<span lang="EN-US">….</span>這些對學生而言是天書啊<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">回頭來看看,當學生看到課文中的這些文字時,<span lang="EN-US"><o:p></o:p></span></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: 標楷體; mso-bidi-font-size: 11.0pt;">「原子由電子、質子和中子三種主要粒子所構成。其中,質子和中子構成原子核,位居原子中心;電子快速繞行原子核,活動範圍即是原子的體積。<span lang="EN-US"><o:p></o:p></span></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: 標楷體;">一個原子中帶正電的質子與帶負電的電子所帶的電量相等,個數也相等,
使得原子呈電中性。電子質量很輕,接近質子質量的<span lang="EN-US">1 </span>/ <span lang="EN-US">1836</span>,而中子的質量與質子約略相等,原子的質量幾乎都集中在原子核,因此原子的質子數與中子數總和稱為質量數」<span lang="EN-US"><o:p></o:p></span></span></i></div>
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<span style="font-family: 標楷體;">他們到底是怎麼去理解的<span lang="EN-US">?</span>當他們能寫出測驗上的各種選擇題時,他們真的懂了嗎<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;">看著想辦法把自己的探究講給別人聽、和別人討論後,一再修改自己的模型的學生,深深覺得:這些遠遠比正確的原子模型重要啊<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 標楷體;">(</span><span style="font-family: 標楷體;">議課也帶給我很深的感動,有空再寫了,<a href="https://photos.app.goo.gl/oaU1ggiL1ABHCKPZ6">1224公開課相簿</a><span lang="EN-US">)<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 標楷體;">(PS:</span><span style="font-family: 標楷體;">今天真是賺很大,因為林如章教授意外現身<span lang="EN-US">...</span>他在昨天參加另一活動時聽說了今天的公開課,竟然就專程從台北跑來了,而且參加了完整的一天的行程,議課紀錄好完整阿,又提供了好多共備的做法,老師對縣場老師的鼓勵與指導,真是令人感動。其中老師提到<span lang="EN-US">”</span>師生共備<span lang="EN-US">”</span>的概念和做法,正好可以作為我們下學期挑戰的目標<span lang="EN-US">!!(</span>會後老師還被我、怡翔、宛青<span lang="EN-US">”</span>請<span lang="EN-US">”</span>去喝咖啡<span lang="EN-US">…</span>其實是我們意在淘寶<span lang="EN-US">….</span>這杯咖啡真是太有價值了<span lang="EN-US">)<o:p></o:p></span></span></div>
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<span style="font-family: 標楷體;"><a href="https://drive.google.com/file/d/1ncLSn43dup112HuSwkQcRuLiVgzxA36h/view?usp=sharing">林如章教授觀課紀錄</a> (這觀課紀錄真的是典範,太強了)</span></div>
月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0tag:blogger.com,1999:blog-1731902099667890189.post-51509811946382757042018-09-11T16:47:00.002+08:002018-09-12T10:13:56.853+08:00PART3 當年學校沒做的事<span style="font-family: , sans-serif;">一連寫了兩篇記錄</span><span lang="EN-US" style="font-family: , sans-serif;">(</span><span style="font-family: , sans-serif;">許久不曾寫紀錄了</span><span lang="EN-US" style="font-family: , sans-serif;">)</span><span style="font-family: , sans-serif;">,現在要寫的是我自己的心得,也算對過去教學的後設認知吧</span><span lang="EN-US" style="font-family: , sans-serif;">?</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">別問學校為你做了什麼,要問學校沒對你做什麼<span lang="EN-US">!!<o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">由於兩位講者在會場多次推崇當年復興國中的科學探究課程、資優方案,看起來好像我是找學生來吹捧自己的。其實我是很以學生為榮,但完全不是想告訴校長、老師們,培養出這樣的學生,學校應該做什麼,我真正想說的事是:透過學生的現身說法,看看學校可以不做什麼<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">謹記:成事不足敗事有餘<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">我常在研習場說:老師<span lang="EN-US">(</span>校長<span lang="EN-US">)</span>的特色是:成事不足敗事有餘<span lang="EN-US">!</span>如果學生、學校有好的表現,那絕對不是老師、校長一個人的功勞,因為你一個人是做不到的,那是很多因素共同作用的結果,但是,一個老師<span lang="EN-US">(</span>校長<span lang="EN-US">)</span>的一句話、一個觀念、一個決定就可以毀掉一個孩子。也就是憑學校、老師的力量教不出榜首、滿級分的,但學校或家長如果採取錯誤的教育理念、措施,卻可能謀殺了學生學習的興趣、信心,這樣的學校就不會有榜首、滿級分<span lang="EN-US">!</span>所以孩子表現得好,老師頂多能說:當年我們沒有謀殺孩子的天賦、可能性。孩子的表現好,我們要看的不是學校做了什麼事而是學校沒做那些事<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">到底當年我們沒做那些事<span lang="EN-US">?<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">一我們沒有幫學生做科展、專題:<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">兩位學生一致提到科展、專題科展讓他們學到的事:溝通表達能力、邏輯推理、論證能力、團隊合作和問題解決能力<span lang="EN-US">(</span>他們在沒有討論的情形下,能提出如此一致的看法,我真是超感動的<span lang="EN-US">)</span>。我們並沒有比較會指導科展,成績也沒有很好,但是我們秉持:那是學生的科展、專題而不是老師的科展、專題。老師可以和你討論、解決器材等需要、跟你一起看資料、陪你做實驗<span lang="EN-US">…</span>但你要自問自答,要盡可能去測試你自己的想法,要自己思考、推理<span lang="EN-US">…</span>,所以我們沒有謀殺他們的創意、問題解決能力,沒有限制他們的思考<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">我們沒有幫學生寫科展報告或專題報告,總是叫他們自己寫,再給老師改,也許我們改很大,改得比他們寫得多,甚至改到他們不願意接受<span lang="EN-US">(</span>老師也只好認輸<span lang="EN-US">…)</span>,但初稿一定由他們完成,最後的定稿也是他們寫的。我們也不寫稿讓學生來練口頭報告,只是跟他們說:第一輪每人用<span lang="EN-US">5</span>分鐘講完,講完由同學提問,第二輪<span lang="EN-US">3</span>分鐘講完<span lang="EN-US">….</span>,讓每個人都有機會發表、提問、回答<span lang="EN-US">…</span>,這樣的報告不是只有在整個專題完成後才做,而是在過程中不斷地重複,所以,他們真的很會溝通表達<span lang="EN-US">(</span>很多老師都說宜蘭的孩子怎麼這麼會講話<span lang="EN-US">….)</span>,我們沒有多做什麼,我們只是不幫他們做,不規定他們如何做。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">二我們沒有把家政課、體育課<span lang="EN-US">….</span>拿去考試,上「正課」</span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">仁安說,他上了大學之後才知道,原來多數的台大學生在他們的國中階段沒上過家政課、童軍課<span lang="EN-US">….</span>,他們到底失去了什麼<span lang="EN-US">?</span>他在軍中時能以回針縫把自己的名牌縫好,那是國中時家政課學會的<span lang="EN-US">! </span>當仁安秀出:那些國中畢業之後學不到的事的投影片時,我不禁想:很多事,像基本縫、笛子、結繩、生火<span lang="EN-US">....</span>等,如果在國中時沒教,等國中畢業後,他可能就沒機會再學這些了<span lang="EN-US">!</span>這些看似不重要的東西,卻是面對生活需要的能力啊<span lang="EN-US">!!</span>我們沒有剝奪孩子學這些課程的機會<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">如果硬要說我們做了什麼<span lang="EN-US">?</span>那也許是:創造了同儕學習的機會和習慣<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">我們創造了同儕學習的機會和習慣<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">由於科展、探究專題等都是以組為單位,在那個單打獨鬥,競爭比高下的年代,我們不斷讓他們習慣和別人合作,互相幫助,科展、資優方案的孩子,沒有因實力相當而互相競爭,反而是互相合作,成就彼此。這可能也是後來他們能習慣和別人合作的因素之一吧<span lang="EN-US">!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">給孩子飛向世界的機票<span lang="EN-US">…</span>能力與勇氣<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">其實,他們兩位都提到英語能力的重要性,甚至建議最好有第二外語的能力,因為語言能力是飛向世界的機票,有了機票讓他們敢走出台灣,去看見世界<span lang="EN-US">!</span>只是,他們一致認為,學英語最好的管道並不是學校或補習班,反而是像<span lang="EN-US">YOUTUBE</span>、雜誌<span lang="EN-US">…</span>等這些資源,能幫助你學得又快又好。我覺得,台灣的英語教學真的需要改變了<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">兩位也都提到「冒險」的重要性,要敢於離開舒適圈,敢於挑戰難度較高的工作,敢於走不同的路<span lang="EN-US">!!</span>雖然這個世代,年輕人找工作的確很不容易,但如果一畢業就想著找份安穩的工作,走好走的路,日後注定只能落入「懷才不遇」、「時不我予」的悲嘆<span lang="EN-US">!<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">這就是素養,就是自、動、好<span lang="EN-US">!</span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">聽完兩人分享,好多人說:這不就是素養嗎<span lang="EN-US">?</span>自主行動、溝通互動、社會參與<span lang="EN-US">!!</span>原來我們一直糾結於什麼是素養,在這兩個年輕人身上呈現了<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">執著於素養的定義是沒意義的,因為離開了生活情境,以單獨的事件是無法呈現素養的。我們也不必執著於素養的解讀甚至指標化,因為素養不是指標,不是一堂課、一個課程可以完成某一素養,不是集合許多達成的指標來達成素養,素養是在生活情境中,不斷滾動加強而漸趨完美的<span lang="EN-US">!!</span>每一階段的學校教育都有我們該做的,能做的事<span lang="EN-US">!<o:p></o:p></span></span></div>
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<br />月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com3tag:blogger.com,1999:blog-1731902099667890189.post-82630109879090208452018-09-11T15:25:00.002+08:002018-09-11T15:35:22.633+08:00當年老師這樣教我(與16歲的自己對話)PART2-林家漢篇<br />
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<b><span lang="EN-US" style="font-family: "微軟正黑體" , "sans-serif";">PART2</span></b><b><span style="font-family: "微軟正黑體" , "sans-serif";">摘錄的是林家漢分享的重點:</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">快樂童年<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢的求學過程比較有<span lang="EN-US">”</span>起伏<span lang="EN-US">”</span>:由於父母希望他有個快樂童年,所以小學時幾乎沒在念書,但參加了各種運動項目,如:籃球隊、田徑隊、躲避球隊。這樣的快樂童年,讓他在上國中後的第一次段考,生物不及格、總成績在班上排名<span lang="EN-US">20</span>幾名<span lang="EN-US">…</span>。這樣的孩子後來為何能一路攀升,表現越來越好呢<span lang="EN-US">?<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">蛻變的國中時期<span lang="EN-US">-</span>自信與學習方法的建立<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢說國中時期影響他的幾件事是:參加資優方案、科展和數學老師教的讀書方法。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢第一年參加科展是和仁安一組,是被學長罩的小學弟,但在漫長<span lang="EN-US">(</span>生物科展所花的時間真的超長啦<span lang="EN-US">)</span>、瑣碎的科展過程中,他學會運用邏輯推理的能力、團隊合作,更重要的是對自己有信心:比如要怎樣面對權威的教授說出自己的研究、想法、結果<span lang="EN-US">(</span>我記得他們在國展時,被教授很不客氣地修理一番,出場後,他們說:教授真沒眼光,他到底看懂不懂<span lang="EN-US">….)</span>。科展和資優方案的科學探究專題都是在不斷嘗試錯誤、解決問題後,拿研究結果來說服評審、老師、同學,做到了這些事讓他們覺得自己很厲害。而他三年級時的科展是和學弟妹一組,也就是換他要<span lang="EN-US">”</span>罩<span lang="EN-US">”</span>學弟妹,要學著怎樣去教學弟妹,領導他們,他做到了,再一次讓他覺得:原來我很行。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">另外一件事是:怎樣念書,以前念書是自己土法煉鋼,就好像數數,沒規律、沒目標的數著,<span lang="EN-US">1.2.9.55.78.....</span>這樣亂數。但國中後,老師開始有系統的教,如<span lang="EN-US">:</span>會告訴你,我們現在這裡,之後要學什麼,再來會學哪一內容,最後可以做到什麼<span lang="EN-US">?</span>也就是老師很明確地指出起點、終點和過程,告訴你數數是按<span lang="EN-US">1.2.3</span>的順序,最後要數到<span lang="EN-US">100</span>。讀書<span lang="EN-US">(</span>學習<span lang="EN-US">)</span>方法的建立讓他更能掌握自己的學習步調,更有目標的前進。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">就是這樣一步一步的學習,這個國一第一次段考生物不及格的孩子,考上了宜中科學班。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">爆發的高中時期<span lang="EN-US">--</span>科展夥伴開啟同儕學習契機<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">高中時期繼續科展人生,在高中碰到更多厲害的夥伴,發現他們可以很投入、花很多時間做科展,似乎也沒什麼念書,但他們考試成績一樣嚇嚇叫,家漢知道這些同學一定有更厲害的學習方法,於是死皮賴臉跟著他們一起念,請他們教他,慢慢的,發現同學間的同儕學習往往比老師教的效果更好<span lang="EN-US">(</span>指考時,他教同樣要考指考的同學物理,結果同學物理科大躍進,考得比他還好<span lang="EN-US">)</span>。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">他得出:國中、國小時期大多是很基本的概念、知識,所以老師的教法比同儕討論更有效<span lang="EN-US">(</span>他說,<span lang="EN-US">1+1=2</span>,就是老師告訴你就好了,不可能由同學討論出來啊<span lang="EN-US">)</span>,但是高中以後甚至大學,研究所,要學的東西太多,光是靠老師教,效果很差,同儕的學習變得更重要。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢說:同儕學習用的圖片都是外國人,這是因為用同儕學習上網搜尋圖片,找到的東方面孔的學習幾乎都是課堂上有老師指導的報告、實驗、討論<span lang="EN-US">….</span>而不是像英語搜尋到的這種學生自發的學習或討論。我們真的很沒有同儕學習的習慣啊<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">眼界全開的大學和研究所<span lang="EN-US">—</span>專業、跨業、冒險<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">在大學期間的專業知識,及因社團活動而培養的領導能力、
解決問題的方法、 說服力等,使他具備跨界的能力和眼光。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">研究所到英國<u><span lang="EN-US">UCL </span></u>感受到教育方式的衝突,他說:英國的指導教授沒有開書單、上課或指導,而是只告訴你終點是什麼<span lang="EN-US">(</span>學習成果<span lang="EN-US">)</span>,你可以用自己的方法去試,也可以決定自己要達到的成果,這和台灣,什麼事都按老師的安排來進行有很大的不同。以數數的例子來比喻:英國是只告訴你,開始是<span lang="EN-US">1</span>結束是<span lang="EN-US">100</span>,至於你要用什麼方式去數就由你自己決定。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">大學與研究所,同儕的學習更重要了,而學習的面向也更寬廣,更深入,很多新的嘗試、冒險都在這個階段進行。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";"><b>啟示<span lang="EN-US">---</span>這是給教育工作者的我們吧</b><span lang="EN-US"><b>!!</b><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢最後的總結提出<span lang="EN-US">3</span>個啟示,我覺得很震撼<span lang="EN-US">(</span>課督說:一針見血,有效,但怕有些人會反彈<span lang="EN-US">….</span>我說:沒那麼玻璃心吧<span lang="EN-US">?)<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">啟示一:教育是在把多彩、多元的個體,變成單調的灰色還是讓色彩更豐富,個體更擴大、發揮<span lang="EN-US">??<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">啟示二:時代不同了<span lang="EN-US">, </span>但教育方式卻沒太大改變:我也用過我國中時的教室、教法和現在比較,真的沒有多大差別啊<span lang="EN-US">!</span>這樣我們是怎樣去教出能引領未來發展的孩子<span lang="EN-US">?<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">啟示三:學生身分的人口數占了總人口的<span lang="EN-US">20%</span>,他們掌握了百分之百的未來<span lang="EN-US">!</span>而這些孩子就掌握在我們這些老師、校長手中<span lang="EN-US">!!</span>我們的責任重大啊<span lang="EN-US">!!</span></span><span style="font-family: , sans-serif;">圖中說老師被</span><span lang="EN-US" style="font-family: , sans-serif;">AI</span><span style="font-family: , sans-serif;">取代的機率最低,只有</span><span lang="EN-US" style="font-family: , sans-serif;">0.4%</span><span style="font-family: , sans-serif;">,因為他是直接和人有牽連的,是無可取代的</span><span lang="EN-US" style="font-family: , sans-serif;">!!</span><span style="font-family: , sans-serif;">但,如果我們把老師當到只剩知識的傳遞,我們憑什麼是那</span><span lang="EN-US" style="font-family: , sans-serif;">0.4%</span><span style="font-family: , sans-serif;">,我們應該是</span><span lang="EN-US" style="font-family: , sans-serif;">99.6%</span><span style="font-family: , sans-serif;">會被淘汰吧</span><span lang="EN-US" style="font-family: , sans-serif;">?</span></div>
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<span style="font-family: , sans-serif;">我的心得:</span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">家漢從全班倒數到後來表現越來越好,靠的不是天資聰穎或重複不斷的加強練習,當一個孩子在某一方面取得自信、取得方法、感受到學習樂趣後,這些效應會讓其他的學習都變得可能,所謂一竅通百竅通,當老師的我們,無論如何該想辦法開孩子學習的竅門吧<span lang="EN-US">!</span></span></div>
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月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com1tag:blogger.com,1999:blog-1731902099667890189.post-61482608915895197442018-09-11T15:00:00.001+08:002018-09-11T21:10:58.273+08:00當年老師這樣教我(與16歲的自己對話)PART1-林仁安篇<div class="MsoNormal">
<span lang="EN-US" style="font-family: "微軟正黑體" , "sans-serif";">8</span><span style="font-family: "微軟正黑體" , "sans-serif";">月底,有機會和王玲琬課督討論這學期輔導團團員的成長機制,課督說:第一次大團會議<span lang="EN-US">(</span>領召校長和專輔<span lang="EN-US">)</span>想突破以往的方式,想要找一些年輕人來說說現在的就業情況、需要的能力等,他說:比如來找些<span lang="EN-US">YOUTUBER…</span>,我說:我推薦兩個學生,請他們回來分享<span lang="EN-US">….</span>。就這樣我聯絡到當時還在薩爾瓦多服外交替代役的林仁安<span lang="EN-US">(</span>他回國後,我們就被斷交了<span lang="EN-US">)</span>,和去英國參加畢業典禮的林家漢<span lang="EN-US">(</span>去年完成碩士學位,但畢業典禮竟然排到現在才輪到<span lang="EN-US">)</span>,在線上敲定了這次的演講分享。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">兩位學生接到邀請時問:對象是誰<span lang="EN-US">?</span>主題是什麼<span lang="EN-US">?</span>我說:對象是校長和輔導員,講講你們的故事,重點放在:求學過程中,哪些事情對成為現在的你們是有影響的<span lang="EN-US">?</span>如何影響<span lang="EN-US">?</span>於是在線上定下了:當年老師這樣教我<span lang="EN-US"> (</span>與<span lang="EN-US">16</span>歲的自己對話<span lang="EN-US">)</span>這個主題。<span lang="EN-US"><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "微軟正黑體" , "sans-serif";">PART1</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "微軟正黑體" , "sans-serif";">摘錄的是林仁安分享的重點:<span lang="EN-US"><o:p></o:p></span></span></b></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">仁安是很聰穎,求學很順遂的學生,沒有在<span lang="EN-US">"</span>功課<span lang="EN-US">"</span>上花太多時間,但由於學校提供了很多元的課程,形塑了現在的他。他在宜蘭國小時參加過數學科展,國一時,當時復興國中有全一年級學生的<span lang="EN-US">”</span>探究課程<span lang="EN-US">”(</span>其實進行了<span lang="EN-US">5</span>年<span lang="EN-US">)</span>,他們那組以落羽松為主題,做了一篇非常好的科學報告,<span lang="EN-US">2</span>年級時參加科展,進入全國賽,三年級參加科學資優方案,以<span lang="EN-US">”</span>植物的卷鬚<span lang="EN-US">”</span>為題,也做了很有水準的專題報告。高中進入宜中資優班,也是每年都做科展。從國小到高中,學校都提供了以科學探究為主而不是以科學知識灌輸為主的科學教育。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">仁安以回憶的方式舉了幾個例子,說明科學探究課程<span lang="EN-US">(</span>含科學探究課、科展、資優方案課程等<span lang="EN-US">) </span>對他的影響:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg75JqrI0YHUbRSZbSCJI8jIVCvwrUMJ3_t_XZa4ELYD3CTBVk_j1aPGSpDIS-YC_vM5JfVgltVtfMIy3gL9sRKxPmf5-ccMoqQE2y5f5H0p-PsobX346MHUPnMEE7aRwG_gRJQi3sqSXNZ/s1600/%25E7%2595%25B6%25E5%25B9%25B4%25E8%2580%2581%25E5%25B8%25AB%25E9%2580%2599%25E6%25A8%25A3%25E6%2595%2599%25E6%2588%2591-%25E6%259E%2597%25E4%25BB%2581%25E5%25AE%25892.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg75JqrI0YHUbRSZbSCJI8jIVCvwrUMJ3_t_XZa4ELYD3CTBVk_j1aPGSpDIS-YC_vM5JfVgltVtfMIy3gL9sRKxPmf5-ccMoqQE2y5f5H0p-PsobX346MHUPnMEE7aRwG_gRJQi3sqSXNZ/s320/%25E7%2595%25B6%25E5%25B9%25B4%25E8%2580%2581%25E5%25B8%25AB%25E9%2580%2599%25E6%25A8%25A3%25E6%2595%2599%25E6%2588%2591-%25E6%259E%2597%25E4%25BB%2581%25E5%25AE%25892.jpg" width="320" /></a></div>
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<b><span style="font-family: 微軟正黑體, sans-serif;">一、主動積極</span></b><span style="font-family: 微軟正黑體, sans-serif;">:仁安說,國二科展時因為不知道實驗對象,某種苔的分類,找圖鑑也找不到,去問老師<span lang="EN-US">(</span>就是我<span lang="EN-US">)</span>,老師說:你們自己去想辦法解決<span lang="EN-US">....</span>,於是他們只好試各種方法,最後決定把研究的大要、苔的照片<span lang="EN-US">…</span>等收集好,寫<span lang="EN-US">EMAIL</span>去請教一個台大教授<span lang="EN-US">…</span>,這是他第一次覺得:主動出擊,尋求協助會帶來更多機會。這樣的經驗,讓他後來在申請外交替代役、在薩爾瓦多申請見習咖啡評審、參與咖啡採購<span lang="EN-US">…</span>等事情,比一般的年輕人更主動積極</span><span lang="EN-US" style="font-family: "微軟正黑體","sans-serif"; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";"><b>二、發揮創意、實作、解決問題</b>:在科學探究、科展的過程中,總是會碰到很多問題,如<span lang="EN-US">:</span>國一探究專題時,想量落羽松的高度、科展時想測苔的呼吸速率<span lang="EN-US">….</span>等,但受限於設備,所以只能自己設計儀器、方法,雖然當時設計出來的儀器、方法,並不精準,但這樣的動手做經驗與習慣,讓他在後來的研究或工作、生活中,有<span lang="EN-US">:</span>凡事可以自己來、動手解決的習慣與信心,所以當實驗室的<span lang="EN-US">HPLC</span>儀故障,零件更換要<span lang="EN-US">10</span>萬元時,他想到了:自己來<span lang="EN-US">....</span>,然後以<span lang="EN-US">500</span>美金買了一台二手機器,從這台機器找到修理的方式,問題解決了<span lang="EN-US">!!</span>在薩爾瓦多時,也因為實驗室慣用的套裝病毒檢測材料,每套要花<span lang="EN-US">570</span>美金,他就運用已有的知識,嘗試取代的藥劑,結果成功開發出新的檢測試劑,每年可為實驗室省下<span lang="EN-US">8500</span>美金<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">三、邏輯辯證能力:科學探究、科展的過程中,其實是不斷地運用邏輯思考去找因果關係,進行論證,所以做過科展、科學探究的孩子,比較能進行邏輯思考與論證,而這正是一般公民最缺乏的。仁安說:在後真相時代,媒體透過演算法決定你看到什麼<span lang="EN-US"> (</span>老師點頭如搗蒜,因為我有一次不小心點了臉書上大碼女裝的廣告,從此臉書決定只讓我看<span lang="EN-US">L-5XL</span>的女裝<span lang="EN-US">)</span>,所以如果我們沒有邏輯思考、批判、論證的能力,那麼你就會被你看的臉書、社群網站<span lang="EN-US">….</span>塑造成他們要你變成的人<span lang="EN-US">!!</span>這就是為什麼台灣不管擁核、反核,都只淪於意氣之爭,無法以理服人,科學教育真的不能等啊<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">四、勇敢接受挑戰:仁安認為在求學過程中,總有老師給了超過自己能力的任務,而這些任務把他推向更高的境界,比如:他的指導教授在他認為自己的論文還不夠好的時候說:我覺得你的論文可以去投稿國際期刊<span lang="EN-US">….</span>,在他完全沒做過英語發表時說:泰國有個研討會,你可以去<span lang="EN-US">….</span>,然後他就被逼<span lang="EN-US"> </span>去投稿、去參加國際大型的全英語的發表,結果獲得很好的評價。這次我說:你來研習分享一下經驗<span lang="EN-US">...</span>答應之後才知道,原來是以後生晚輩之姿對宜蘭縣的校長、輔導員們演講<span lang="EN-US">….(</span>可惡,都畢業這麼久了,還不放過他們<span lang="EN-US">)</span>。而這次的分享,從---沒有一個校長因公務繁忙先行離席、所有人都專注地聽以致忘了拍照等,可以看出是個讓參加者有感的研習。<span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";"><b>我的感想:</b><span lang="EN-US"><o:p></o:p></span></span></div>
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<span style="font-family: "微軟正黑體" , "sans-serif";">其實仁安畢業<span lang="EN-US">10</span>年了,我真正當他的老師,教他的生物課是<span lang="EN-US">13</span>年前,畢業後除了在臉書上看他的動態外<span lang="EN-US">(</span>他也不常發<span lang="EN-US">)</span>,也沒有聯繫,但我一直知道紮實的科學探究課程,一定在他生命中留下一些影響,今天聽他的分析,竟比我以為的還深入,覺得很感動<span lang="EN-US">!!</span>我心中升起滿滿的感謝,感謝<span lang="EN-US">10</span>多年前那個傻傻的做了探究課程,申請了資優方案的我,感謝當時一起努力的復興國中團隊,感謝資優方案的吳殷宏師、張揮鈺師、陳信璁師、呂俊賢師、陳怡翔師、黃立宇師<span lang="EN-US">…</span>,感謝陳志勇校長<span lang="EN-US">…</span>如果你們看到這些課程在孩子身上的影響力,一定也會慶幸當年做了這些事,一定會想讓更多孩子有這樣的機會<span lang="EN-US">!!</span>我們繼續加油吧<span lang="EN-US">!!<o:p></o:p></span></span></div>
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<iframe height="480" src="https://drive.google.com/file/d/1G81RraF8UhEdoJWW4QIWRL0qSEYRAesS/preview" width="640"></iframe>月鈴的講台http://www.blogger.com/profile/07512050072245183845noreply@blogger.com0