比较沪港教学文化的差异.ppt

Centre for Educational Leadership Faculty of Education Then University of Hong Kong,比較滬港教學文化的差異 對大陸英語教育的啟示,吳浩明博士 香港大學教育領導研究中心主任 hmnghkucc.hku.hk,中港課堂教學文化差異舉隅,教學策略 師生關係 教學重點 課堂設計,教學策略,物理課 游標尺,物理課 游標尺,語文 比喻法,你會如何教授比喻法? 你猜大陸教師你會如何教授比喻法?,語文 比喻法,公民教育 樂於助人, 服務社會,兩地教師如何入手? 大陸教師 訴諸權威, 毛主席說為人民服務, 社會主義理論, 政府政策等等 香港教師 從學生個人經驗出發, 如參加服務老人計劃有甚麼感受,師生關係及互動,猜猜這個課在那處發生?,香港課堂?大陸課堂?,Hong Kong lessons from a mainland Chinese teachers perspective,Little content knowledge Too much time for student activities The flow of the lesson is not logical, structured, systematic Less control over students “on-task” behaviour Usually the lesson is not a complete one,Why? Poor teaching?,Different focus Emphasis less on knowledge more on learning process and generic skills such as critical thinking, creativity More student-student interaction Responsive to students needs and characteristics,中港課堂教學文化差異舉隅,教學理念,背後信念,歸納與縯繹,師生關係,香港和大陸那種教學方法好?,Gains and loss,More solid knowledge base less skill development Orderly student learning less creative, interactive More efficient effectiveness in question Easier to complete curriculum and follow schedule student indigestion,How does the MoE expect of their teachers in mainland?,A didactic, teacher-centred approach Or A constructivist, student-centred approach?,大陸在新課改中對傳統教學的一些批判及提出新方向,传统教学设计的内容与步骤 /licb/Reference-data/Constructivism/Constructivism.htm, 确定教学目标(我们期望学生通过学习应达到什么样的结果)； 分析学习者的特征(是否具有学习当前内容所需的预备知识，以及具有哪些认知特点和个性特征等)； 根据教学目标确定教学内容(为达到教学目标所需掌握的知识单元)和教学顺序(对各知识单元进行教学的顺序)； 根据教学内容和学习者特征的分析确定教学的起点； 制定教学策略(包括教学活动进程的设计和教学方法的选择)； 根据教学目标和教学内容的要求选择与设计教学媒体； 进行教学评价(以确定学生达到教学目标的程度)，并根据评价所得到的反馈信息对上述教学设计中的某一个或某几个环节作出修改或调整。,傳統優秀課準則,教案設計嚴謹 容量大、密度高 環環緊扣 看能否深刻地理解、正确地把握教材。 按計劃有效完成教學設計 有效達成教學目標 教學有序地進行,教改中關注的問題,关键都是在于：能否打破长期以来统治各级各类学校课堂的传统教学模式。这种教学模式的特点是：以教师为中心，教师讲、学生听，主要靠教师向学生灌输，作为认知主体的学生在教学过程中自始至终处于被动状态，其主动性、积极性难以发挥。既不能保证教学的质量与效率，又不利于培养学生的发散性思维、批判性思维和创造性思维，即不利于创造型人材的成长。 /licb/Reference-data/Constructivism/Constructivism.htm,新課改中的倡議,建構主義 - 探索式學習 從做中學 以學生為中心 三維目標 知識、過程、價值觀 思考方式 獨立思考 批判性思考 創意 散發性思維 創造性思維 自主學習 師生平等、關係融洽,嚴謹管理,教學計劃及進度 教甚麼，教多少，甚麼時候教 課程內容深且廣，要趕進度，是否可以多放時間讓學生去建構、創新及發展批判性思維(這些需要很多時間及空間) 領導容許嗎？鼓勵嗎？,創意的培養,寬鬆包容的環境 創意是要跳出常規、不隨众、超越規範、有思維的飛躍(很多做創意產業的人都有這些特徵) 如果在一個經常被要求用精確的語言、按既定規則及方法做事、思維方式强調邏輯、科學及系統性，同時限制及批評標奇立異、不跟常規的表現，對創意的培養，有甚麼影響？,這是甚麼？,這是甚麼？,一個森林 一班學生 一棵一棵的樹 一個一個的學生 (個別樹木的集合) (個別學生的集合) 大陸教師將焦點放在集體，還是個體?大陸學校管理會要求放在集體或是個體？,推崇效率而非效益,很多大陸教師看過香港的課，總覺得是太低效了，一堂課只教很少的東西，知識點太少，程度太淺。 大陸教師仍然只偏重知識技能?會重視學習過程，建立自信，自我完善，創新？,數學解題,如果有學生作業用自己想出來，但很花時間的”蠢”方法，你會怎樣？ 提醒他用最快最可靠的方法 讚賞他的創意 作業的數量的多少也會影响學生的選擇 中國- 多- 學生一定做用最快最準的方法 西方- 低- 有多空間去嘗試,對教師相應要求,尊重每個學生作為一個個體及協助發掘其價值 不單重視知識、也重視學習過程及價值觀等 照顧個別差異，及提供足夠機會及支援讓他們自己去探索 能自己創新，也鼓勵及接受學生創新 專業自主，不盲目跟隨上級指示 鼓勵學生獨立思考，具批判能力，敢挑戰權威 接受及倡議多元化， 反對過度標準化及單一化(包括教學活動、學生表現、評估方式等) 與學生平等互動，縮短距離,How should mainland teachers position themselves under the reform?,Should we abandon the traditional way of teaching and adopt the new approach? It is desirable? Are we able to do it? If we need to adopt a more student-centred, constructivist approach, what should we do?,Comparison between HK and Mainland English education,Number of English periods per week,Why does HK need so many English periods per week?,Characteristics of mainland lessons,More content and high number of tasks in mainland Chinese lessons high capacity and density Excessive control on the way in which students work or learn Little time and space for student work and interaction Not enough exposure to real English environment,Characteristics of mainland students (perhaps apply also to non-native speakers),Dumb/deaf English learners Grammatically correct, not idiomatic, Formal, not colloquial Poor pronunciation and intonation Not critical, creative and analytical enough,Mr Wong has good performance at school this year Mr Wong performs well at school this year Anything wrong in the two sentences?,If we want to solve the problems faced by mainland teachers and students by adopting a more student-centred approach, what should be done?,Shift of focuses (Paradigm shift),Space (time and autonomy) Student motivation Student learning instead of teacher teaching Students personal experience (genuine student activities) Critical review of existing practices and government directions,The importance of space in student-centred approach,Students need TIME for exploring, practicing, creating, experiencing, communicating, interacting, etc. Students should be free from excessive control when we need them to be creative and critical,Some blind spots,Lesson design too structured or rigid Excessive predetermined tasks, learning paths Strict implementation of lesson plans and curriculum Teach students the most efficient way to learn Students learn better in an orderly, disciplined manner,Analogy: How would you coach a basketball team?,Give them a lot of theories (anatomy, sport sciences) Demonstrate them a lot of skills Or Let them play (better than the word “practice”) Arrange matches and competitions Learning from good players (video or real matches),How do students learn to write?,By writing accurately? By writing more?,What do your students do when they received marked compositions?,Look at their mistakes? Learn from your corrections? Being motivated to write more and better? Or?,How do student learn writing?,Be motivated in writing Be supported when they write Writing more,Importance of accuracy ?,It is not true that grammar is not important For higher standards, grammatical accuracy and correctness are important Should they be motivated for higher performance, they will naturally pursue it,Examples: how to motivate students in writing,Half finished stories asking students to discuss and complete their own stories Focused marking (e.g. tense, reported speech, adverb) Process writing (compose a larger piece of work, e.g. a novel, a report) Peer marking Collective creation (a play, a musical),Different approaches to learning,Communicative approach Situational approach Learning English through drama, literature, movie, etc.,How are they different from the conventional, traditional way of teaching grammar in English Education? Which one do you think more effective?,Pros and cons,Which one is more popular in Mainland China? Why?,Grammar Can finish the lesson or syllabus according to planning (the flow is controlled by teachers not students),Analogy: How would you coach a basketball team?,Give them a lot of theories (anatomy, sport sciences) Demonstrate them a lot of skills Or Let them play (better than the word “practice”) Arrange matches and competitions Learning from good players (video or real matches),反思及討論,大陸的傳統教學方法比新教改差嗎？ 新教學方法真的適合大陸嗎？ 新教學方法和現有文化和制度相容嗎？配合嗎？ 要配合的話要如何改進和建造新的教學文化？,Gains and loss,More solid knowledge base less skill development Orderly student learning less creative, interactive More efficient effectiveness in question Easier to complete curriculum and follow schedule Problems in Student 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