第一節課順利落幕，學生的反應看起來不如預期的熱烈，果然還是要遊戲比較吸引他們。但是每節課都遊戲也太折騰人... 明天的教案想好了，再一節課教單字以後，下一次上課就是用遊戲來複習，如果學生對詞彙不熟，那遊戲就會輸很慘或是鴨子聽雷科科科，教中文真是好玩，一切都愈來愈有趣了~
| 2012.11.05.doc |
2012.11.06 課程反思
我得承認我非常不喜歡這節課的效果，因為有學生睡著了，而且還不止一個，這對我來說真的是一個很大侮辱。
我在想，到底要用什麼方式，才可以在教新字跟文法的時候有趣一些?
每節課好玩的部分都是在課程複習進行遊戲的時候，但是教新字呢?這是硬功夫，要紮實教，如果發音不對、筆順不對、文法觀念不對，學生的基礎就會不夠穩固，要想讀高級中文必定會有某種程度上的困難，或者格外辛苦。我自己的日文就是在打基礎時不夠好，現在要念到中級了，很多小細節不停地跑出來折磨我，遠不如大學以後自修英文時順利。廢話太多，呵呵~
還有學生作業沒寫，甚至用手撐著頭上課，搞到跟課的輔導老師下課時還幫我教訓這些小鬼，大老師叫我去法文班跟德文班觀課。以後我絕對不會讓這些小屁孩上課這麼無聊!!!
REFLECTION PHASE Were the objectives met? And how or how not?
Yes, when I took the flashcards and PPT and asked students to memorize and read aloud.
What were the results of my Efforts to Accommodate?
Heritage/Native speakers
MI
Students could concentrate to the teacher and knew the teacher’s direction most of the time.
By using the PPT, writing the stroke orders and the words of the learning sheet, students can memorize the vocabs. This accommodates the spatial intelligence.
What worked well?
The new activity (read the PPT of colors) worked very well. Students could answer my questions very soon and focus on the PPT.
What didn’t work as well as you had thought it would? Why?
The 2 activity didn’t work very well. I did not work this activity because I did not make the PPT to introduce the differences between 我要帶and 我帶了. In addition, I was afraid that students would be confused with the using time. Therefore, I quit this activity and moved on to the next one.
What will you do differently as a result of this plan?
I will arrange the order of flashcards before I use them.
I will create my own PPT to ensure this is what I want to teach.
我在想，到底要用什麼方式，才可以在教新字跟文法的時候有趣一些?
每節課好玩的部分都是在課程複習進行遊戲的時候，但是教新字呢?這是硬功夫，要紮實教，如果發音不對、筆順不對、文法觀念不對，學生的基礎就會不夠穩固，要想讀高級中文必定會有某種程度上的困難，或者格外辛苦。我自己的日文就是在打基礎時不夠好，現在要念到中級了，很多小細節不停地跑出來折磨我，遠不如大學以後自修英文時順利。廢話太多，呵呵~
還有學生作業沒寫，甚至用手撐著頭上課，搞到跟課的輔導老師下課時還幫我教訓這些小鬼，大老師叫我去法文班跟德文班觀課。以後我絕對不會讓這些小屁孩上課這麼無聊!!!
REFLECTION PHASE Were the objectives met? And how or how not?
Yes, when I took the flashcards and PPT and asked students to memorize and read aloud.
What were the results of my Efforts to Accommodate?
Heritage/Native speakers
MI
Students could concentrate to the teacher and knew the teacher’s direction most of the time.
By using the PPT, writing the stroke orders and the words of the learning sheet, students can memorize the vocabs. This accommodates the spatial intelligence.
What worked well?
The new activity (read the PPT of colors) worked very well. Students could answer my questions very soon and focus on the PPT.
What didn’t work as well as you had thought it would? Why?
The 2 activity didn’t work very well. I did not work this activity because I did not make the PPT to introduce the differences between 我要帶and 我帶了. In addition, I was afraid that students would be confused with the using time. Therefore, I quit this activity and moved on to the next one.
What will you do differently as a result of this plan?
I will arrange the order of flashcards before I use them.
I will create my own PPT to ensure this is what I want to teach.