Annual Prize Giving 2008.pptVIP

鸣谢 ? 王梅凤校长、刘瑞兴副校长、郑慧蓉处长提供宝贵意见 黄敏敏副处长示范苏格拉底讨论教学法 图书馆管理员 Ms Chan Yuet Kuen?、 Ms Low Ke Khoon 与华文部紧密合作，推动阅读计划，并提供相关数据 积极参与实验计划，并提供反馈的的学生 谨此向以下人士致以万二分谢意 Thank You * * * * * * * * * 华文阅读方法一般较为传统，我们必须积极探讨有效的教学策略，使阅读更为趣味化，我们要探讨的研究问题是: 如如何引导学生根据具体的论据，确定文章的关键要素? 何引导学生有针对性地，根据篇章的内容、写作与修辞手法提问问题? 如何引导学生写读书批注和反思? * * 它不像辩论，辩论是，即使你不认同你辩题的论点，你也得坚持你辩方的立场。Lesson Observation of LA teacher’s demo of Socratic seminar. An article by LU XUN ‘An Incident’. After which, each member of the team conducted the experimental socratic seminar using our own class. Students who are weaker in their Chinese spoken language are able to express their views freely in an open setting. Students are able to come up with creative questions raised during the socratic seminars. 用《爱心雕铸的生命》进行坐针毡法，引导学生理解文章中的人物心理活动。Evaluation of Hot seating: Every student has her own perception and solves problems differently. In the course of the discussion, their thoughts were mutually stimulating. They were eager during discussion and bold in raising doubts and expressing views. The teacher interrupted only when they had difficulties conveying their point. I made it a point to remind them not to blindly follow conventional arguments and to think out of the box. As a teacher, it was heartening to note that the students were quick in understanding and applying information to related issues in a sensible way. Judging from their role-play and hot-seating, they were able to grasp the psychological dimension of the character very well. 1、坐针毡的目的是将角色扮演过程中仍未挖掘出来的问题，充分挖掘出来。帮助角色扮演者构想、建筑，使角色越来越有生命力。 2、从角色扮演中挑选出最具戏剧张力，最容易进行心理揣摩的角色进行坐针毡活动。 3、由一位学生以该角色的身份坐在椅子上，其余同学以半圆形环坐其前方，大家围绕着主题，以何人？何事？何时？何地？为何？如何等相关问题不断询问他，她必须有问必答，直至询问结束为止。 4、被询问者就自己的回答内容，以第一人称，向大家作完整的故事内容叙述。 Example: During the experiment, the students had to answer impromptu questions on-the-spot. The teacher had to constantly remind the student who played the mother of twins that she had to visualize the feelings of a mother anxiously awaiting a critical surgery, and not alienat