专题导向式学习的教学经验分享

專題導向式學習的教學經驗分享分享者：謝宛燕首先做名詞的界定，這裡的PBL指的是Project-basedLearningApproach專題導向式學習運用在英語資優學生教學的經驗（另一個PBL是Problem-basedLearningApproach）在實施任何一個教學法前都要先確定並瞭解對象是誰老師們可能有經驗遇上英語能力很好的學生；背後的原因很多，而且現在這樣的學生會越來越多。他們有可能是課堂上老師的小幫手，也有可能是老師的惡夢。無論如何他們都會帶給需要面對不同程度學生在同一班教室上課的老師們很大的心理壓力；因為他們通常很難而且不可以被忽視。有些學生小小年紀已經通過全民英檢中級。一位國中老師能為這樣的學生設計怎樣的學習方式？瞭解英語資優的學生還要『學』什麼？以下是我所面對的六位學生對英語課的期待：Lotsoftalking,discussion,anddebating,even!Readmoreandspeakmore(discussmoretopicsinEnglish)Iwanttohavefun!AndtalkonlyinEnglishforaperiodoftimeatschool.PracticespeakingEnglishmorefluently.MaketheclassjustasinanEnglishcountry(allEnglishlesson).Learningmoreaboutotherculturesisagreatidea.Wewanttoextendourhorizontotheworld.Wedon’twanttositandlisten.要與世界接軌不要老師講課老師角色的轉化：鷹架(Scaffolding)理論(fromVygotsky)：放下教與學的框架：不是由老師來準備或使用既有的教材，根據既定的進度將知識或技能傳授（直接灌入學生的腦中）瞭解學生能做什麼：學生可以根據自己的『實際能力』，由學生自己在實際的英語學習過程中來瞭解學習上的問題以及獨立解決問題瞭解學生要學什麼：學生根據自己原有的認知架構決定他們要（能）學什麼；教師提供指導協助，讓學生有機會在與較佳的同儕共同學習的環境中發揮『潛在能力』，得以發展出較高水平的表現以學生為中心，適用於（各）跨學科學習：（資料來源：http://www.cmi.hku.hk/project/menu3_1.html何謂專題研習）RobinFogarty,1997專題研習是一種真實學習(authenticlearning)。對學生來說，它是一種實在的、看得見的、個人化的研習。再者，專題研習給予學生有成果的、有吸引力的學習經驗……學習目標明確，能預期學習成果，又能評估學習效果。從做中學學生自主：教學除以學生為中心外，從探索主題、發現研究問題，到計劃研究方法，以至選取展示學習成果的方式都可以由學生決定，目的是令學生成為學習的主人，訓練他們在反思、自我管理和監控方面的能力。課程設計：Aproject-basedlearningapproachisapplied…Atailoredprogram:Theycanlearneveniftheyarealreadyverygood.TheycanlearnEnglishinusingEnglish.Anintegrated/interdisciplinaryprogram:Theycangetknowledgeconcerningotherfieldsthroughusing/learningEnglish.Amissionnopieceofcakeevenforthenativespeakers.ApresentationopentoextendedlearningWeshalldiscusssomeofthefollowingsinclass:WHO-allthestudents(you&yourco-learners)WHAT-aprofoundstudyandthenapresentationofacertainforeigncitywhichinterestsyou.WHY-thereasonwhythecityisspecialforyou.HOW-Whataretheimportantfactsaboutacity,andhowtopresentyourcity?TheendproductItwillbeanoralpresentationofallaspectsofyourcity,whichyouwillshowyourco-learnersinthehopesofpersuadingthemtowanttogotoyourcityinsteadoftheirs.Goalsoftheproject-basedlearningThereareseveralgoalsofthisproject.Theyare:tolearnaboutaforeigncitytopracticespeakingEnglishtolearnhowtoresearchasubjectandexpressyourfindingsinEnglishtoboostyourabilitytogiveapresentationinEnglishtolearntoworkwithagroupofpeopletobuildconfidenceinoralEnglishtoimproveyouroverallEnglishskillsWeeklyMeetings:Thepresentershould:1.Preparefora25-minutepresentationusingwhateverformsorsupportingmediayoulikeandleave10minutesfordiscussion,questionsandfeedback.Youmaybringupyourproblemsorquestionsintheprocessofexploringyourcity,collectingthematerialorpreparingthepresentation.2.Writeanoutlineforyouroralpresentationandgiveeveryco-learneracopy.Itcanbelistedfactsororganisedparagraphs.Theco-learnersshould:1.Minutesoftheclass:Duringthesemeetingsone(bytakingturns)oftheco-learnersshouldtake‘minutes’(thewrittenrecordsofthethingsthatarediscussedordecidedatameeting)onwhathappensduringthemeeting,atleasthalfanA4pagelong.TheminutesshouldincludeThetopicswediscussed,whathappened,whatweaccomplishedduringthemeetingandthegoalstoachievebeforethenextone,andawordlist.Yourownsubjectivecommentsaboutwhatishappeningintheclassandsuggestionsorencouragingwordstothepresenterorotherco-learners.Theminutesshouldbeturnedin(byprintedcopiesore-mail)beforethenextclass.2.Peerfeedback:Theotherco-learnerswhoarenottakingtheminutesshouldwritetwoorthreemostimpressivethingsinandquestions(ifthereisany)aboutthepresentation.Alongwiththese,yourcomments,suggestions,andencouragementscouldalsobeincluded.Yourfeedbackshouldbehandedinattheendoftheperiod.Factsaboutself-assessmentInordertoreviewyourabilitiesandconsideryourimprovementinEnglish,youwillhaveself-assessments.Theyshouldinclude:yourabilitiesinspeaking,listening,reading,writing,vocabulary,andconfidenceinEnglish.yourweaknessesanddifficultiesinlearning,andtrytoworkoutpracticalmethodsofcopingwiththem.howmuchprogressyoumakeduringthissemester.ProductAwardPeerEvaluations—Intheendofthecourse,youwillgiveanoverallevaluationofallthepresentations.Inwhich,youwillhavethechancetovoteforthebestprojectandothergoodpresentations.Prizeswillbeawarded.Thingstodiscussinthefirstclass:Whatdoyouneedtoknowaboutyourcity?

(weather,people,languages,customs,cultures,taboos,etc.)Whatwouldyouliketoknowaboutyourcity?

(food,famouspersons,landmarks,sightseeingspots,architectures,etc.)ResourcesandSources—wherecanyoufindtheinformationyouneed?

(libraries,websites,encyclopaedia,practicalexperience)Whatcouldapresentationbelike?(types,props,media—posters,powerpoint,projector,realmaterials)Aboutself-assessment2Trytoanswerthefollowingquestion:Howareyourlistening,speaking,reading,andwritinginEnglishdifferentfromthoseofyoursonthefirstdayofclass?Why?Howhasyourconfidencechangedsincethefirstdayofclass?A.WhatcanyoudotoimproveyourEnglishinthefuture?

B.WhyisitagoodwaytoimproveyourEnglish?Giveyourselfagrade(100%)forthisclass.Explainwhyyoushouldgetthisgrade?WhatdoyouthinkofSelf-Assessments?HowdotheyhelpyouintermsofenhancingyourEnglish?Examples:Flora’sfirstandsecondself-assessments.Tina’sfirstandsecondself-assessments.Shana’sfeedbackforTinaTeacher’sfeedbackforTina,thepresenterforKøbenhavns:Youdidawonderfuljob!!Goodpoints:1. Goodtonarrowdownandfocusonfood,architecture,thefamousperson—Anderson.2. Goodtoaskpre-presentationquestionslikethe‘starters’beforetheEntre:1)WhatdoyouknowaboutDenmark?(LegofromJohnny,a12-year-oldgirlhelpingJewishtofledfromNazis’oppressionduringtheWW1(2?)fromFloraW.,VikingsandSagasfromShana.)2)5countriesintheNorthEurope.3)EvertriedDanishfood?(Danishcoffee,Danishpastries)Danishpastriesarecakesmadefromsweetpastry.Theyareoftenfilledwiththingssuchasappleoralmondpaste.4)HowtalltheLittleMermaidis?3. GoodtotellthereasonwhyCopenhagenisattractivetoyou.4. GoodtohavetheEnglish-Englishwordbank.Tolearnhowtodescribethingsinlongersentencesinsteadofgivingonlydefinitionsorsynonyms.5. Goodt