「学『适』中国语文」电子学习计划Development of an adaptive e.pptVIP

建議 實施電子教學時，可以︰ 增加電子課業，而不減傳統課業。 如果部分傳統課業改為電子課業，便要增加學生書寫的機會。 注意所增加的課業，會否為學生帶來學習負擔。 結語 希望在將來的日子裏，電子教學能夠繼續發揮好處，而教師透過教學、評核、課業等策略的配合，把電子教學對學生書寫漢字的負面影響完全消除。 Challenges in development of學『適』中國語文」電子學習平台(research agenda) from: “Teachers instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning” Raija H?m?l?inen, P?ivi H?kkinen Finnish Institute for Educational Research, University of Jyv?skyl?, Finland Students did not enter conflict situations in virtual environments as easily as in face-to-face discussions (Baker, 2003), which sets a challenge for the future design of learning environments. The challenge is how to design environments that can trigger cognitive conflicts, which at their best can enhance high-level learning (e.g., Howe Tolmie, 1999) Challenges in development of學『適』中國語文」電子學習平台(research agenda) Challenges in development of學『適』中國語文」電子學習平台(research agenda) This study demonstrates that macro-scripts support collaboration by introducing the reason for interaction and by helping students solve learning tasks. However, macro-scripts do not guarantee high-level collaboration. 計劃的由來多走一步，把不可能變成可能 兩校成為夥伴的原因 對電子教學的熱忱 跨校跨地區對計劃開發的好處 跳脫傳統印刷課本的框框 對3年計劃發展的長遠好處 促使是次合作的動機 尋找具熱誠與魄力的學校「手牽手」為電子學習一起發展 嘗試啟發學校參與教材製作及課程規劃的程序 開發一套並非單純電子書的學與教課程 夥伴的角色課程編撰、平台設計、技術開發 並肩同行 創意、關心與體諒不可少 提供意見 不只單純聽從學校的意見，而是考慮計劃日後的延伸而進行 適時修正，務必令計劃如期推行 計劃中夥伴角色的轉變 協作模式適時參與，持續互動 定期會議增進溝通 即時訊息 (Whatsapp)緊密聯繫 學校與夥伴商討可行方案 各取所長，互補不足 協助於各界推廣計劃 規劃項目實施時間作適時調整 與學校協作可貴之處相互諒解，共度時艱 學校的投入參與 老師的心態轉變 夥伴的決心及承擔 Challenges in development of學『適』中國語文」電子學習平台(research agenda) Teachers pedagogical activities Technology-enhanced learning environment Tripartite collaboration and relationship EDB ESP School Pupils Parents Teachers WithinBeyond學「適」中國語文 Future Learning (Social Media Award 2013 EDU Innovation) /watch?v=Qnn-feQ5qg8feature=sharelist=PL0dwAmP3x2U0F-EdE2NfV3Y_vz3991DTYindex=95 Reading comprehension Information search r