第1个回答 2009-07-02
对于母语学生的授课，我会首先围绕IB的六个主题，把所有课文进行分类，每篇课文都会被归纳进一个主题……然后每次上课，尽量引导学生独立思考，给他们想象的空间。课堂上，我们需要朗读、问答、讨论和话题互动。我会多给学生自己阅读理解的时间，我希望是启发式的教学。比如我们学习一篇课文，是关于家乡的一种水果，除了和学生们一起体会文章里优美的句子外，我还会让学生们一起回忆自己家乡的美食，家乡的特产等等，然后让他们写下来，和大家一起分享，我想这篇课文可以归纳到“who we are”的主题中。对于母语班的语文教学，阅读很重要，小学低年级的孩子要能正确朗读一些文章，这是一个识字的阶段，到了小学中高年级，他们则需要理解文章的意思，写作的手法，甚至能体会一些深层的寓意。
Giving lectures to mother tongue student , my six subjecting that can surround IB first, text go along classifies possessions , every sheet text may be summed up as presenting a subject, ... And then give lessons every time , try one's best to guide a student to think independently, be given to the space that they imagine. Our need reads aloud , questions and answers , the topic of conversation discussing a sum move mutually on the classroom. My time that can give student self to read make of much, I should like to be heuristic teaching. For instance , we study a text, be about one kind of fruit of hometown, I may let students recall that self the hometown fine food , the hometown special local product are waited a minute, and then are written down by them together, with everybody shares together except experiencing the graceful article lining sentence together with the students,I think that this text can sum up the subject middle arriving at "who we are ". To Chinese of mother tongue shift teaching, read very important, elementary school lower class child has needed to be able to correctly reading a little article aloud , this has been a stage learning a word , has arrived at elementary school middle higher class, they are the gimmick needing to understand article meaning of , writing , can experience a few deep implied meanings even.
以前我在国际学校教授过小学非母语课，母语课程可能更偏向于文学，而非母语课程则是专注于让孩子学习语言，比如发音、会话和一些简单的语法。孩子往往是很难在长时间内集中他们注意力的，所以我在教学中会更注意开发他们的学习兴趣，运用一些游戏、表演和卡片拼图等。比如教孩子们记住汉字，可以把汉字写在卡片上，然后把卡片剪成几块，让孩子做汉字拼图。或者做一个猜字游戏，让一个孩子看一个汉语单词，然后表演，另一个孩子用汉语猜这是什么。通过这些活动，使孩子们喜欢中文课堂。另外，可以进行一些小竞赛，让孩子们知道，我会说中文是多么了不起的一件事，激发他们的成就感。
But I had taught elementary school to be not that mother tongue levies in international school previously , mother tongue course possibility has been partial to more in literature, being not mother tongue course is to be absorbed in to let a child study language then, for instance , pronunciation , dialogue and a little simple grammar. The child sometimes is very difficult to concentrate their attention on longtime inner, therefore I am able to pay attention to developing their study about interest more in teaching, game , performance and card jigsaw wielding a few etc.For instance , teaching the children remembering a Chinese character, can a Chinese character be written on the card, and then with several pieces of card Jian Cheng , let a child do the Chinese character jigsaw. Make one or guessing character game , let a child look at a Chinese individual word, and then performance, what that another child uses Chinese to guess this is. Pass these activities , make the children be fond of the Chinese classroom. Besides, can carry out a few small contests , let the children know, that I am able to speak Chinese is what amazing matter , arouse their feeling of success
这样就可以了。
第2个回答 2009-06-29
For the native students, I first lecture on the topic, the six IB all text classification, each text will be generalized into a theme... Then every class, try to guide students to think for themselves, and give them space for imagination. In class, we need to read aloud, q&a, discussion topics and interactive. I will give students reading comprehension of the time, I hope is heuristic teaching. As we learn a lesson, it is a kind of fruit on the hometown, besides and students together in this beautiful sentences experience, I will let the students with their own hometown cuisine, memories of local hometown, etc, and then let them write down, and share with everyone, I think this text can be divided into "who goes" theme. The Chinese language teaching in class and grade school reading is very important, the child to read some articles to correct, this is a literacy in the primary stage, and they need to understand the meaning of the article, writing, even can experience some deep meaning.
I used in international schools taught elementary school curriculum, non-native speakers may turn, rather than more native literature course is focused on lets the child learn language, such as the pronunciation, conversation and some simple syntax. Children are often difficult to focus their attention in a long time, so I will pay more attention to the development of teaching and learning interests, use some games, puzzles and CARDS. Such as teaching children to remember the Chinese characters, can write on card on the card, then cut into pieces, let children do Chinese puzzles. Or do a word guessing game, let a child at a Chinese words, then another child, what is it with Chinese guess. Through these activities, make children like Chinese class. In addition, a little competition, let the children know that I speak Chinese is quite amazing thing, arouse their accomplishment.
第3个回答 2009-06-28
I have to say that mother-tongue teaching the students, I will start by focusing on six themes of the IB, to classify all the texts, each text will be an induction into a theme of ... ... each class, make every effort to guide students to think independently, to They imagine that space. The classroom, we need to read, question and answer, topic discussion and interaction. I will give the students reading their own time, I hope that the heuristic teaching. For example, we should learn from a text, on the home of a fruit, in addition to my experience and students with a fine phrase article, I will let the students home with memories of their own food, home products and so on, and let they write them down and we all share, I think, this text can be summed up to "who we are" the subject. For this kind of language teaching, reading is very important primary right of children to be able to read some articles, this is a stage of literacy, the primary high-grade, they need to understand the meaning of the article, writing approach, and even to experience some deeper meaning.
Ago, I have been in the international primary schools to teach non-native class, native language courses may be more biased in favor of literature, rather than the mother-tongue curriculum is focused on children learning a language, such as pronunciation, conversation and some simple syntax. Children often find it difficult to focus their attention a long time, so I will pay more attention to teaching in the development of their interest in learning, the use of a number of games, puzzles and cards and other performances. For example, teaching children to remember Chinese characters, Chinese characters can be written on the card and then cut a few cards, so that Chinese children do puzzles. Guess the word or make a game, let a child see a Chinese word, and then perform another child to guess what kind of Chinese. Through these activities, so that kids like the Chinese classroom. In addition, we can also conduct some small competitions, let the kids know that they will say how great the Chinese are one thing, and stimulate their sense of achievement.
第4个回答 2009-06-28
For the native students, I first lecture on the topic, the six IB all text classification, each text will be generalized into a theme... Then every class, try to guide students to think for themselves, and give them space for imagination. In class, we need to read aloud, q&a, discussion topics and interactive. I will give students reading comprehension of the time, I hope is heuristic teaching. As we learn a lesson, it is a kind of fruit on the hometown, besides and students together in this beautiful sentences experience, I will let the students with their own hometown cuisine, memories of local hometown, etc, and then let them write down, and share with everyone, I think this text can be divided into "who goes" theme. The Chinese language teaching in class and grade school reading is very important, the child to read some articles to correct, this is a literacy in the primary stage, and they need to understand the meaning of the article, writing, even can experience some deep meaning.
I used in international schools taught elementary school curriculum, non-native speakers may turn, rather than more native literature course is focused on lets the child learn language, such as the pronunciation, conversation and some simple syntax. Children are often difficult to focus their attention in a long time, so I will pay more attention to the development of teaching and learning interests, use some games, puzzles and CARDS. Such as teaching children to remember the Chinese characters, can write on card on the card, then cut into pieces, let children do Chinese puzzles. Or do a word guessing game, let a child at a Chinese words, then another child, what is it with Chinese guess. Through these activities, make children like Chinese class. In addition, a little competition, let the children know that I speak Chinese is quite amazing thing, arouse their accomplishment.汗，翻我好久。。崩溃了。