广州市番禺区剑桥郡加拿达外国语学校

Alisa

汉字书写能力如何提高？
黄圆杰Alisa:传统的教学方法比较教条，难以调动孩子的积极性，课堂效率很低。我试图把游戏融入课堂，孩子也很感兴趣，但实际书写效果不甚理想。我又重新调整了教学方法，围绕“观察和获取、理解和思考、示范和书写、评价和激励”四个方面,我把笔画做成塑料卡片，笔画是黑色的，周围的边白是透明的。请孩子根据笔画卡片，按笔顺拼出汉字，锻炼孩子的动手能力和记忆力。孩子们对这种形式很有兴趣，积极性非常高。甚至有时候出乎我意料地拼出很难的汉字。孩子们的书写能力也得到了大幅度提高。

 
汉字笔画卡片

Devin

如何调节好课堂？
吴怀良Devin: 现在的学生比较有个性，要调节好课堂，就得讲究方法。个人认为，首先老师的关注点要集中在课堂上，要集中在重难点的突破上，用新颖的、学生喜闻乐见的教学方式吸引学生的注意力，激发学生参与到课堂学习中去的兴趣，引导学生一起突破重难点。学生心无旁骛，课堂自然就流畅了，更容易达成教学目标。老师首先要计划好上课的内容，设计好课堂的环节，安排丰富、具体的学习内容，正面激发、正面引导，让学生在课堂上每个时段都有事可做，让学生因学习变得充实，课堂才会活而不乱，充满生机。
数学学科是思维严密的学科，重在思考，注重逻辑推理、思维的拓展与发散，相比文科更反对死记硬背，特别是有些抽象的知识，学生不理解，背一百遍都没有用。对于数学这样的理性的学科，老师应该用多种教学手段去帮助学生理解知识内容，需要推导的知识点要引导学生去推导，语言表达不容易理解的可以画图或者动画展示，需要动手操作的可以放手让学生操作，有歧义的可以让学生分组去讨论、辩论，让学生深入课堂学习之中，围绕问题主动展开学习。

Kai

如何激发孩子的兴趣？
潘智愷Kai:对于低年级的孩子来说，传统篮球课的第一节课总是球性练习，接着是运球练习，然后教练不停地强调运球是篮球的基本等等。其实仔细想一下，是不是不会运球，或者运球不厉害，就不能打篮球了呢？我觉得不然。一名出色的投手，他确实不太需要运球，日常训练也是绝大多数时间都放在投篮上。如果刚好有一位学生非常具有投篮的天赋，给他一个篮球就能在篮球场上投上一天, 但他就是做不好运球，运球给予了他不小的打击，使他不喜欢甚至反感投篮，如果我们的篮球课要是一段时间都是球性、运球训练，那位学生的运球也肯定学得不扎实。但是，如果一开始把学生“暴露”在众多的篮球技术动作中，让他们自己去感受运动的乐趣，对篮球感兴趣的学生会更多，运球便也变得有意思而且易学了。

Handy

何为赏识学生？
蔡涵Handy:从课堂的点滴中发现学生点滴的进步，并为此而感到欣喜。当然，我会将我的欣喜化为语言、化为动作来让他知道，使他明白:别人能行，我也能行。不需要过度表扬他们的小聪明。在课堂用语方面，尽量不使用：你真聪明，你真棒！取而代之的应该是：这道题你回答得很正确，我欣赏你的回答。更明确和准确地告诉孩子们做得好的地方，让他们更深切地感受到老师在认真赏识学生。

内容源自CLS-C《成长在路上》

Shared Experiences from
Canadian Foreign Language School-Cambridgeshire(CLS-C)

How can we improve a child’s ability to write Chinese characters?
Alisa: The normal method of teaching character-writing leaves little room for creativity, making it difficult to energize the class. I began to try to change this atmosphere by introducing games to the classroom. Unfortunately, while this helped to catch the interest of the class, it didn’t do much to improve their actual writing performance. Therefore, I made some changes, and decided to focus on four aspects of learning—observation, understanding, demonstration, and evaluation. I made some transparent flash cards, with different black strokes on them. Students then had to create different Chinese characters by recognizing which order those strokes came in. It’s actually more difficult than just writing the characters down, but the children’s overall writing ability has greatly improved since we started doing this activity.

How do you organize a class?
Devin: Students develop more active personalities as they get older, which means we as teachers should begin to adjust our classrooms to allow for this and to help keep their attention. The first teacher of the day should have an activity to help focus the classroom. The classroom atmosphere should be fun and dynamic, which will help create a better environment for teaching. This can be done by providing interesting lesson content, having a nice classroom set-up, and using positive reinforcement.
Students will learn a variety of subjects inside the classroom—for example math focuses on rigorous thinking and logical reasoning, while liberal arts-based topics will focus on thinking outside of the box. Therefore, teaching methods should be just as varied, allowing students to learn and communicate through a variety of different mediums, from reading texts, to doing drawing, to taking part in classroom debates.

How do you get your class interested in your teaching?
Kai: During a lower-level class, we focus on basic ball-handling skills, and then practice dribbling. We really make sure to that our students can dribble well. Some might think dribbling is not that important, when in actuality it doesn’t matter how good of a player you are in other positions, if you aren’t able to dribble, you won’t be able to play well. Daily training of dribbling will help to improve a child’s skill. However, we also expose children to other techniques early on, such as shooting, in order to help maintain their interest.

How do you make your students feel appreciated?
Handy: I try to evaluate my students’ levels straight from when class starts, that way I can better congratulate them on progress made as the class progresses. When congratulating a child, I make sure not to over-do it (i.e. “You’re really smart! Wow, you’re great!”), instead telling them simply that they got the answer correct, and they’ve done a good job in doing so. Better yet, it’s good to clearly identify the area in which they’ve done well, to allow them to better understand what they’ve done correctly, and so they can see that the teacher truly notices the effort they have put into their assignment.

The content is derived from Growing Up On the Road CLS-C