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postgraduate thesis: Problems and strategies on "holistic learning" in IB language A teaching

TitleProblems and strategies on "holistic learning" in IB language A teaching
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Zeng, Y. [曾玉宏]. (2011). Problems and strategies on "holistic learning" in IB language A teaching = "Zheng ti hua xue xi" zai yu yan A jiao xue zhong shi shi de kun nan yu ce lüe yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836951
Abstract“整體化學習”( Holistic Learning)是國際文憑教育中學項目(MYP)的一大主要概念。它的目的是實現個人全面發展,要求教師在教學中打破單一的課程知識體系,實現學科之間的交叉和滲透。這種教學理念和實踐要求對教師提出了極大的挑戰。通過調查顯示:目前教師在實施整體化學習的教學中,最大的困惑是如何尋找學科之間的連接點以及如何保證各個學科的協調發展。本次研究就是針對這一困難去尋找相應的策略方法。 本人借助中文和中國文化與藝術這兩門課程來實施整體化學習的教學。在教學中結合學生實際,設定了明確的教學目標和具體的教學過程;在尋找學科的連結點以及整合學科的步驟環節等方面作出了一些特別的安排,並且結合海外遊學為教學創設了一系列生活化的教學情境和任務。 本階段的教學不僅較好地完成了各科的教學目標,而且綜合提升了學生的各種能力,為學生的全面發展提供了可能。 通過本階段教學的實踐和總結,本人認為在實施整體化學習的教學中,以下幾個方面是極為重要的: 1、把握學科特點,確定不同學科之間的連接點。 2、尋找學科與生活的聯繫,促進學生的全面發展。 3、教學活動要情境化、生活化,具有挑戰性、可操作性和系統性。 4、教師指導與評估指向相結合,促進學生有效地學習。 本次研究非常有限,有關整體化教學還有很多值得探討的問題,比如教師合作問題、針對學生的個性特點進行差異化教學的問題等等都還有待深入研究。 "Holistic Learning" is one of the major ideas in MYP. It aims to realize comprehensive development of individuals by chanllenging the teachers to break the mono subject system and fulfill the intersection and infiltration among different subjects, thus setting higher tasks for teachers. According to the survey, the biggest puzzle of the teachers in Holistic Learning teaching is how to find out the connecting point among subjects and keep the coordinative development of different subjects. And the research intends to find out strategies to the problem. I teach both Chinese subject and Chinese Culture and Arts subject with Holistic Learning. I set clear teaching task and specific teaching process according to the students' situations in teaching. I have special arrangement and create a series of teaching situations and tasks based on overseas study in finding out the connecting point and integrate the steps of subjects. This stage of teaching not only fulfills teaching tasks of different subjects, but also improves students' different abilities, providing all possibilities for students' comprehensive development. According to teaching practice and conclusions of this stage, I think the following aspects are very important in Holistic Learning teaching . (1) Grasp chracteristics of subiects and decide connecting points among different subjects. (2) Find out relations between subjects and life, promoting students' comprehensive development. (3) Design teaching activities according to situations and life ,making them chanllenging ,operative and systematic. (4) Combine teacher's guide with evaluation, promoting student's effective study. Finally, I have to say there is much to be studied in Holistic Learning teaching, like cooperation among teachers, differences in students' personalities and so on. All these need further research and survey.
DegreeMaster of Education
SubjectChinese language - Study and teaching (Secondary) - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorZeng, Yuhong.-
dc.contributor.author曾玉宏.-
dc.date.issued2011-
dc.identifier.citationZeng, Y. [曾玉宏]. (2011). Problems and strategies on "holistic learning" in IB language A teaching = "Zheng ti hua xue xi" zai yu yan A jiao xue zhong shi shi de kun nan yu ce lüe yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836951-
dc.description.abstract“整體化學習”( Holistic Learning)是國際文憑教育中學項目(MYP)的一大主要概念。它的目的是實現個人全面發展,要求教師在教學中打破單一的課程知識體系,實現學科之間的交叉和滲透。這種教學理念和實踐要求對教師提出了極大的挑戰。通過調查顯示:目前教師在實施整體化學習的教學中,最大的困惑是如何尋找學科之間的連接點以及如何保證各個學科的協調發展。本次研究就是針對這一困難去尋找相應的策略方法。 本人借助中文和中國文化與藝術這兩門課程來實施整體化學習的教學。在教學中結合學生實際,設定了明確的教學目標和具體的教學過程;在尋找學科的連結點以及整合學科的步驟環節等方面作出了一些特別的安排,並且結合海外遊學為教學創設了一系列生活化的教學情境和任務。 本階段的教學不僅較好地完成了各科的教學目標,而且綜合提升了學生的各種能力,為學生的全面發展提供了可能。 通過本階段教學的實踐和總結,本人認為在實施整體化學習的教學中,以下幾個方面是極為重要的: 1、把握學科特點,確定不同學科之間的連接點。 2、尋找學科與生活的聯繫,促進學生的全面發展。 3、教學活動要情境化、生活化,具有挑戰性、可操作性和系統性。 4、教師指導與評估指向相結合,促進學生有效地學習。 本次研究非常有限,有關整體化教學還有很多值得探討的問題,比如教師合作問題、針對學生的個性特點進行差異化教學的問題等等都還有待深入研究。 "Holistic Learning" is one of the major ideas in MYP. It aims to realize comprehensive development of individuals by chanllenging the teachers to break the mono subject system and fulfill the intersection and infiltration among different subjects, thus setting higher tasks for teachers. According to the survey, the biggest puzzle of the teachers in Holistic Learning teaching is how to find out the connecting point among subjects and keep the coordinative development of different subjects. And the research intends to find out strategies to the problem. I teach both Chinese subject and Chinese Culture and Arts subject with Holistic Learning. I set clear teaching task and specific teaching process according to the students' situations in teaching. I have special arrangement and create a series of teaching situations and tasks based on overseas study in finding out the connecting point and integrate the steps of subjects. This stage of teaching not only fulfills teaching tasks of different subjects, but also improves students' different abilities, providing all possibilities for students' comprehensive development. According to teaching practice and conclusions of this stage, I think the following aspects are very important in Holistic Learning teaching . (1) Grasp chracteristics of subiects and decide connecting points among different subjects. (2) Find out relations between subjects and life, promoting students' comprehensive development. (3) Design teaching activities according to situations and life ,making them chanllenging ,operative and systematic. (4) Combine teacher's guide with evaluation, promoting student's effective study. Finally, I have to say there is much to be studied in Holistic Learning teaching, like cooperation among teachers, differences in students' personalities and so on. All these need further research and survey.-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48369512-
dc.subject.lcshChinese language - Study and teaching (Secondary) - China - Hong Kong.-
dc.titleProblems and strategies on "holistic learning" in IB language A teaching-
dc.typePG_Thesis-
dc.identifier.hkulb4836951-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836951-
dc.date.hkucongregation2011-

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