學生學習證據
Evidence of Student Learning
評估方法 Assessment Methods
一、個人和家居衛生(小測) Personal and Household Hygiene (Quiz)
小測卷 Quiz paper
評分表 Rubric
對於該單元對學生的預期學習成果:
保持良好的衛生習慣,懂得如何保持家居清潔衛生;
懂得保持良好的個人衛生習慣,區分個人用品和非個人用品。
對於該單元對學生的監察和評估:
在課堂上,觀察每位學生回答問題的表現,留意他們對自己生活中保持衛生的做法和態度,以及其參與課堂的積極性和回答問題的準確性。檢視學生們日常的功課進度和結果,給予回饋並督促他們及時改正。期後以小測的形式檢視學生們的學習成果。
For the intended learning outcomes of the unit for students:
Maintain good hygiene habits and know how to keep the home clean and hygienic;
Know how to maintain good personal hygiene habits and distinguish between personal items and non-personal items.
For the monitoring and assessment of students in this module:
In class, observe the performance of each student in answering questions, pay attention to their practice and attitude towards maintaining health in their life, as well as their enthusiasm to participate in class and the accuracy of answering questions. Monitor students' progress and results on a daily basis, give feedback and urge them to make corrections. After the period, the students' learning results were examined in the form of a quiz.
二、運動與健康 (退場卷) Sports and Health (Exit Ticket)
退場卷 Exit Ticket
評分表 Rubric
對於該課對學生的預期學習成果:
指出運動對身心健康的益處,並懂得運動的重要性;
懂得選擇合適自己能力的運動,並具有不同運動的安全意識,不參與危險的運動;
能夠說出潛水和賽車運動的危險,並能說出更多不適合小朋友參與的運動。
對於該課對學生的監察和評估:
在課堂上,觀察每位學生回答問題的表現,留意他們對運動的了解,能否說出自己日常做的運動以及區分簡單與危險的運動。課後利用退場卷的形式檢視學生們的學習成果。
For the intended learning outcomes of the course for students:
To point out the physical and mental health benefits of exercise and understand the importance of exercise;
Know how to choose the right sports, and have the safety awareness of different sports, do not participate in dangerous sports;
Can name the dangers of diving and motorsports, and can name more sports that are not suitable for children.
For the monitoring and evaluation of students in this course:
In class, observe how well each student answers questions, pay attention to what they know about sports, whether they can say what they do on a daily basis and distinguish between simple and dangerous sports. After class, the students' learning results are examined in the form of exit ticket.
三、跟動物做朋友 (工作紙) Make friends with animals (Worksheet)
工作紙 Worksheet
評分表 Rubric
對於該課對學生的預期學習成果:
能說出在飼養動物前要考慮的因素,不要盲目飼養;
培養對動物的愛心,懂得愛惜生命,做到不棄養動物;
在小組討論中能展現出互相幫助的行為表現。
對於該課對學生的監察和評估:
在這節課,主要以學生先做老師後講的方式來進行。除了培養學生對飼養動物前需要考慮不同因素的意識,還希望訓練學生的小組討論和合作能力。老師觀察學生們在小組任務過程中的表現,利用工作紙檢視他們對圖片和文字的解讀是否正確。
For the intended learning outcomes of the course for students:
Can say the factors to consider before raising animals, do not blindly raise;
Cultivate love for animals, know how to cherish life, do not abandon animals;
In group discussions, they can show mutual help behavior.
For the monitoring and evaluation of students in this course:
In this lesson, the students mainly do it first, and the teacher talks later. In addition to developing students' awareness of the different factors that need to be considered before raising animals, it is also hoped to train students' group discussion and cooperation skills. The teacher observes the students' performance during group tasks, using worksheets to see if they are interpreting pictures and words correctly.
學生評估 Student Assessments
一、個人和家居衛生(小測) Personal and Household Hygiene (Quiz)
高水平 High
中水平 Average
低水平 Low
二年級的學生對中文字的寫作和閱讀程度並不是很高,因此在測驗和功課上對他們的寫字也有絕對的要求。
第一位學生充分達到了預期的學習成果。對文字的認識;對保持個人衛生;對保持家居衛生的學習程度也達到了老師的要求。
第二位學生對於個人和非個人用品,家居和個人衛生還未達到完全的了解。在課後也針對學生的錯題對她進行了解釋,也確保了在二次回答後的答案是正確的。
第三位學生的小測卷幾乎全錯,但該學生並非成績落後的人,每次的測驗考試都是名例前矛的。原因在於他上課時經常也不能集中在老師的講課上,時常分神。而這是突擊小測,他是需要在事前經由家長的協肋,有充分溫習,那麼才能得到好成績。因此,老師在課後也會與家長進行溝通,督促學生努力溫習。
P2 students are not very good at writing and reading Chinese words, so they have absolute requirements for writing in tests and homework.
The first student fully achieved the expected learning outcomes. Knowledge of words; To maintain personal hygiene; The learning level of maintaining home hygiene has also reached the requirements of teachers.
The second student did not have a complete understanding of personal and non-personal items, household and personal hygiene. After class, I also explained the student's wrong questions and made sure that the answers were correct after the second answer.
The third student got almost all of his quizzes wrong, but he was not a laggard, and every test was a top score. The reason is that he often can not concentrate on the teacher's lecture in class, often distracted. And this is a pop quiz. He needs to go through the parents' cooperation in advance and have a full review, then he can get good grades. Therefore, teachers will also communicate with parents after class and urge students to study hard.
二、運動與健康 (退場卷) Sports and Health (Exit Ticket)
高水平 High
中水平 Average
低水平 Low
第一位學生是一個很乖巧孩子,上課非常認真聆聽老師的說話。在第一項空白位置我要求學生們把老師在課堂上講過的東西寫下去,任何一句說話都可以。雖然這位學生寫的文字不是完全正確,也沒有寫出完整句子,但對二年級的學生來說已是足夠的,我也能夠明白她的意思。而這位學生也能正確寫出適合小朋友參與的運動以及運動的益處。在課後我也糾正了學生的錯別字並讓其改正。
第二位學生也是一個聰明的孩子,上課也會認真聽講。只是對於這張「退場卷」還未充分地了解需要填寫的要求,故把當天幾節課的功課寫到第一欄上。有見及此,我也應該對自己設計的內容作出一些修改的地方。「寫出3樣你今天在課堂上學到的東西」應改為「寫出3樣你今天在常識堂上學到的東西」,這樣會更清晰具體地指出要求。
第三位學生在學習上相比起班上其他同學會稍微落後。在口語表達和日常交流上,這位學生的問題不算太大,還是能夠應付的。但在紙筆的功課或測驗上,無論是中文或是英文,他對文字的認識是很低的。因此他無法寫出任何東西。在這項任務上,我也允許了班上的學生可以利用畫畫的方式表達出來,學生們大致上都是能夠完成的。對於第三位學生,也在課後單獨找他了解情況。在口頭表達上,他能說出,但在認字和寫字上就稍為遜色。因此,除了加強學生的認字能力外,在往後的評估上可對學生作出一些調整,例如是以口語的方式對他進行測試。
The first student was a very well-behaved child who listened to the teacher very carefully in class. In the first blank, I asked the students to write down what the teacher had said in class, any sentence could be said. Although the student's words were not completely correct and did not write a complete sentence, it was enough for a P2 student and I could understand her meaning. The student was also able to correctly write about exercises suitable for children and the benefits of exercise. After class, I also corrected the students' mistakes and made them correct.
The second student is also a smart child and listens carefully in class. Only for this "exit ticket" has not fully understood the requirements to fill in, so the day's lessons are written to the first column. In view of this, I should also make some changes to the content of my design. "Write down 3 things you learned in class today" should be replaced with "Write down 3 things you learned in General Knowledge class today" to be more specific.
The third student will be slightly behind the rest of the class in his studies. In oral expression and daily communication, the student's problems are not too big, but he can cope with them. However, on paper and pencil lessons or tests, whether in Chinese or English, his knowledge of writing is very low. So he couldn't write anything. In this task, I also allowed the students in the class to express it by drawing, and the students were generally able to complete it. For the third student, talk to him individually after class. In oral expression, he can speak, but in reading and writing is a little inferior. Therefore, apart from strengthening students' ability to recognize words, some adjustments can be made to students in future assessment, such as testing them in the form of oral English.
三、跟動物做朋友 (工作紙) Make friends with animals (Worksheet)
高水平 High
中水平 Average
中水平 Average
這堂課的學習目標除了是在飼養動物前懂得考慮各種因素,同時也希望透過小組任務來培養學生的團結合作能力。因為二年級的學生對文字的認識程度略低,所以也希望組員之間能相互幫助,共同閱讀和理解紙條上的文字內容,把它貼在適當的位置。課堂上學生們都表現得很好,大家都能做到互相幫助,分工合作。只是有個別的小組在張貼紙條時顯得過於隨便,或是圈選錯誤。在課堂上與學生們講解和核對答案時也指出了問題。
The learning goal of this class is not only to know how to consider various factors before raising animals, but also to cultivate students' solidarity and cooperation ability through group tasks. Since the P2 students have a slightly lower understanding of the words, it is also hoped that the group members can help each other to read and understand the text content on the slip and paste it in the appropriate position. The students in the class are very good, everyone can help each other, division of labor cooperation. Only a few groups were too casual in posted their scrips, or circled them incorrectly. Problems were also pointed out when explaining and checking answers with students in class.
以上三個任務的預期學習成果,都是根據課堂內容和學習目標而定的。
它是具體性的,老師在開展課堂前已經向同學們提及了課堂的任務要求,明確指出了學生與其達到的學習目標是甚麼。
它是可測量的,老師可以通過測驗、功課、觀察等等的評估方式來評估學生是否達到預期的學習目標。
它是相關性的,預期學習成果與課堂目標和學生的需求相關聯,確保了學習目標是有意義和實際的,確保學生有可能在課堂結束時達成這些目標。
The intended learning outcomes of the above three tasks are determined according to the classroom content and learning objectives.
It is specific, and the teacher has mentioned the task requirements of the class to the students before starting the class, and clearly pointed out what the students and their learning goals are.
It is measurable, and teachers can assess whether students are achieving the expected learning goals through tests, assignments, observations, and so on.
It is relevant, and the expected learning outcomes are linked to the classroom objectives and the needs of the students, ensuring that the learning objectives are meaningful and practical and that the students are likely to achieve these objectives by the end of the class.