In the special forum of "Let's have a literacy class together in the first year of 108 syllabus", teachers from primary and secondary schools in Changhua County, Peng Fujian from Taichung Zhonggang High School, Liu from Kaohsiung Girls' Middle School and Shi Peirong from Kaohsiung Renwu High School came to the forum with their own teaching scenes, showing how the school responded to the literacy-oriented teaching reform and gave the audience a vivid and wonderful literacy class.
"Very ~ good ~ This group adds 200,000!" Humorous tone and generous bonus mechanism aroused Ariel Lin's laughter from the beginning. Ariel Lin turned the scene into a reading classroom, and the teacher in the audience became a fifth-grade pupil. He started with a new picture book and kept asking questions every page he read: "What do you see?" "Why do you think the protagonist did this?" "If you were the leading role, what would you do? Through group discussion, guide students to observe and describe, and further elaborate their own ideas.
Ariel Lin mentioned that wrong answers are of great value to teachers. With the help of children's mistakes, through repeated questions, encouragement and communication, we can cultivate children's more complete and meticulous expression ability. "You can say a word on a picture. How can it be bad?" "She said. (See more >> Teacher Chen Yi's Reading World Reading is the foundation of my teaching, and reading is pushed for four minutes! )
In the process of reading, we can also see children's different personalities and guide them to reflect on the story. Reading becomes a way of communication when children are found to have disorderly values. "I think it is very important that he can see other people's lives, come back and reflect on himself, and then make a decision that he feels regretless. Ariel Lin pointed out.
Through the teaching of reading class, it is not only to improve children's reading and writing ability, but more importantly, through long-term accumulation, let children see themselves, take the initiative to face themselves and then change themselves, and become an attitude that can get out of school.
"And then what? In his short speech, Liu mentioned more than once what else he could do for his art class? " problem On the slide, she showed a picture of Zhang Xuesheng's art class. In these paintings, she saw male and female students who were different from their usual happy appearance: parents' accusations, schoolwork pressure, interpersonal relationships ... The pressure warning from the children's hearts shocked her. She began to think, in addition to teaching children the beauty of appearance, "can we take our children to see the beauty of life through art class?" (See more >>)
Therefore, she integrated art therapy into the curriculum and let the children shout out their emotions. More importantly, through classroom sharing, children can see that students who are competitive in their studies actually have the same pressure, learn to empathize and learn to hug others. Later, curriculum research and development gradually extended. Creative themes range from personal and family stories to the connection with hometown land. Some students use grandma's sewing thread as a creative medium, some students draw tears of family members missing their dead relatives, and some students publish a photo album for their hometown. From the students' creation, she saw and excavated the feelings of these children who were considered "insensitive" to life.
Shi Peirong used Schubert's Wild Rose to turn the scene into a high school music class, and shared how the influence of music accompanied students out of the classroom and into their lives through music classes. From the distant composer's life to the scene of Cape No.7, which students are familiar with, she led the audience to deeply analyze the scene of the characters singing wild roses in the film.
"Why do you want to arrange this song? Shi Peirong first demanded that an impromptu encore should be simple and familiar from the movie plot itself. As a world famous song, Wild Rose meets these conditions. She further guided students to think about the definition of "world famous songs", indicating that world famous songs transcend national boundaries and races and are the common memory of all mankind. Then, Shi Peirong connected the meaning of wild roses with the story axis of Cape 7, and discussed how two boys from Japan and Taiwan Province Province decided whether to pick roses when they met. Through discussion, she tried to tell adolescent students that love is responsible. When you face the choice of love, "What do you want to think is that this rose will wither in your hands? Or will it bloom? You must make sure that this rose is always beautiful and happy in your hands before you can pick it. 」
From a familiar song to emotional problems in life, Shi Peirong hopes that students can solve their own life doubts through music. (See more >>)
Peng Fujian, who is passionate about teaching, shared his experience in Finland with the "Mathematics Cafe". He mentioned that in Finnish class, teachers will give students a lot of staged hints instead of directly deducing the answers. After observing the class, he also worked out the knowledge structure of each class with the students, indicating that there is a connection between the classes. Based on this experience, Peng Fujian encouraged teachers to be clear about the knowledge structure and context of their teaching, rather than fragmented teaching and learning.
Peng Fujian said that although he is still learning "what is literacy", if teachers can learn from the teaching experience of other countries by preparing lessons together, and transform them into their own teaching skills and teach them to students in an organized way, it may be a step closer to literacy teaching. (See more >>)
For the first year of 108, all four teachers have a positive attitude, encouraging teachers who are hesitating to take their children forward. Liu and Peng Fujian believe that continuous scrolling and different attempts will give children more room to play and encourage teachers not to be afraid. Shi Peirong also said that compared with the environment that may make children feel that they have "chosen the wrong department" in the past, in the process of change, they can check whether there is a better place while doing it. Ariel Lin encourages teachers to take care of themselves and study hard with children. "In the process of taking care of children, we are actually shaping our own life and life. 」