2010年10月19日 星期二

3國小試辦 每週增上英文課

自由  更新日期:"2010/10/20 04:11"

〔記者邱紹雯/台北報導〕輸人不輸陣!台北市不讓台北縣的「國小英語活化課程」專美於前,本學期開辦「英語實驗方案」,先行由日新、天母與東門國小三校試辦,利用週三或週五下午,增加二至三堂英文課,也計畫明年起全面推動。

台北市教育局主任秘書馮清皇強調,規劃增加國小英語課的授課時數,並非與北縣「較勁」,而是在現有九年一貫課綱的規範下,鼓勵各校利用彈性課程與課後時段加課,從原本一週兩節英文課,增加為一週三至五節。

他也說,各界普遍認為小學一週兩堂英文課太少,但究竟要增加多少節才對孩子最好,仍無定論,目前仍在評估全面實施所需增加的師資與預算及學生的學習負擔,初步規劃明年全市各小學三至六年級,全面增加最少一節的英語課,將衝擊降至最低。

首波參與英語實驗方案的學校包括日新、東門與天母國小,各校推行方式不同。日新國小利用週五課後時間增加三堂英語課,讓三、四年級參加,課程打散安排,並以鼓勵方式參加,透過戲劇、活動與小組學習,強化英語閱讀力與表達力,約九成學生都有意願參加。

校長陳福源說,英語學習應從小扎根,增加授課時數與精進教學應齊頭並進,畢竟學校教育與補習班不同,若增加三節課全用在背誦、測驗,將扼殺孩子的學習興趣,且透過實驗方案,也可減少弱勢家庭的負擔。

天母國小的實驗課程,三年級可自選週三或週五下午上課,包括兩節英文課、一節體育課,英文課以生活對話、繪本閱讀為主,採能力分組。教務主任黃芸芹說,因公告時間晚,不少家長早已替孩子安排才藝課,加上週三是社團上課時間,目前約三成學生參加。

東門國小三、四年級本學期也新增兩堂英文課,並在實驗課程中引進英語線上教學系統,讓學生在電腦教室學英文,內容依個人程度分級。

2010年10月12日 星期二

English Roundtable Webchat TOMORROW---on Vocabulary Teaching

Would like to share this information with -- Webchat opportunity TOMORROW WEDNESDAY, October 13th.
English roundtable webchat on Vocabulary Teaching, please join us.
WEBCHAT LOGISTICS:
How Long: One Hour
When: Wednesday, October 13, 2010 

Starting Time in Burma:         2:30 p.m.
Starting Time in Thailand:      3 p.m.
Starting Time in Vietnam:       3 p.m.
Starting Time in Laos:  3 p.m.
Starting Time in Cambodia:      3 p.m.
Starting Time in Taiwan:        4 p.m.
Starting Time in China:         4 p.m.
See below for TOPIC info and ABSTRACT
How to join:
Click on the link for the chat
** Enter as a guest, type in your name, click the “enter room” and join us.
See below for TOPIC info and ABSTRACT
TOPIC:  Vocabulary Teaching
We will discuss the following questions in our chat:
Ø       How do we select the words to teach?
Ø       What are the techniques in vocabulary teaching that have been popular, effective, or useful?
Ø       How can we ensure that students have learned the words we have taught?
Ø       Are there any strategies that we can teach our students to help them become more independent vocabulary learners?
Ø       Are there techniques which are likely to be more or less appropriate for particular learner populations (young/adult, beginner/advanced, different background cultures)?
Ø       How is teaching vocabulary related to the teaching of other aspects of the language, i.e. reading, writing?
What are your thoughts on this?  Please come and share with us….