张翼

俄亥俄现代中文学校

用合作和探索教学方法

讲授《中文》的阅读课

理论与实践简介Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work and develop their interpersonal skills. When cooperative groups are guided by clear objectives, students engage in numerous activities that improve their understanding of subjects explored.

An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning. Inquiry implies involvement that leads to understanding.

By Joe Exline

Making Connections While

Reading Students who make connections while reading are better able to understand the text they are reading.

Text to Self: Students connect with the text via their own personal experiences or life. "This book reminds me of the time when..." is a good text to self prompt.

Text to Text: Students connect to the text in relation to another text. Students make connections from a previous book they have read. "This book reminds me of (another book) because..." is a good text to text prompt.

Text to World: Students connect to the text in relation to the world. "This reminds me of the real world because..." is a good prompt for helping students to make connections with the world.

By Debbie DeSpirt

学生：《中文》毕业班十班第二课：《网上生活》

教学过程：开场白Bingo 听写授课之前的个人联想活动把学生分成两人一组填写Venn Diagram

把全班分成两组进行正反方讨论

The MAC II in Grades 1-5 assesses the students’ Listening, Speaking, Reading, and Writing skills.

暨南大学《中文》第十册

教学目的：

利用 Venn Diagram 作模拟教学。

泛读课与精读课之间的区别

泛读课应给学生提供更多机会参与课堂活动

我是谁？

 1. 大部分男生一定会对它一往情深，当然，总有人例外。 2. 大部分女生对它怀有敌意。 3. 你跟它在一起的时间越久，你就会越离不开它。 4. 你跟它在一起的时间越久，你花的钱就越多。 5. 它永远走在流行的尖端。 6. 它的记性出奇的好，但往往忘记最重要的那一件事。 7. 它看起来很聪明，实际上却很迷糊，凡事都得替它安排妥当、解释清楚。否则，它肯定会回答 "\Bad Command or   Filename\" 。 8. 它偶尔会使使小性子、耍耍脾气，但多半在你最需要它时，“当机”，而且来不及“存档”。

Venn Diagram

演讲者的简介

张翼是俄亥俄洲现代中文学校的一名资深教师。她在美国获取了三个学位：教育专家，英语作为第二语言硕士，课程设计与指导硕士。她在美国公立学校任英语作为第二语言教师十五年。她在俄亥俄洲现代中文学校任教十三年。

2006 年，她获取了 Fellowship, 参加了高级中文培训班学习。

2007 年，她被俄洲教育部选进 K-4th Grade 写作班子，撰写了俄洲中文教学大纲。

2009 年，她参加了由国务院侨务办公室举办的多媒体中文教师培训班学习。

2011 年，参加了暨南大学华文学院举办的《中文》教材教法培训班学习。