教師成長課程

擬定教學目標 Writing Teaching and Learning Objectives

課程設計或教材的編寫，首先要考慮的就是「什麼是學生們需要達成的學習成果learning outcomes？」所以我們必須設定我們的教學目標Learning objectives。

但是，從何下手呢？

一般來說，適用於AHES華語文教學的教學目標Learning objectives英文開場白會是. . .

  • By the end of this week’s lessons, the students will (be able to) . . .
  • After completing the lessons, the student will (be able to) . . .
  • At the conclusion of this week’s lessons, the students will (be able to) . . .

（中文撰寫的教學目標好像不大使用這些開場白，而直接列出各項教學目標。）

接下來，請老師們運用您豐富的課堂經驗，參考學校所提供的教案，針對您對「學生們需要達成的學習成果learning outcomes」寫出最適當的教學目標…

常用的動詞有… 

  • introduce/ introduced to 把…介紹給
  • identify 指出
  • provide examples of 針對…舉例
  • define 對…下定義
  • recognize/ notice 發現到、注意到、察覺到
  • investigate/ explore 探索
  • discuss 討論、探討
  • articulate/ elaborate 闡述、明確表達、清楚說明
  • describe 描述、形容
  • demonstrate/ express 表達出、展現出、表現出、顯現出
  • know/ understand/ realize 認識、了解、知道、理解
  • apply/ use/ utilize/ employ 運用、使用
  • develop 發展
  • reflect 對…回想及認真思考、省思

建議事項：

注意教學目標的連貫性

  • 請記得參考前一週的教學進度，寫出有連貫性的目標

注意教學目標的可達成性

  • 例如：針對大一點的目標，如果寫develop an understand of … 比較不可能確定是否達成，所以可以按實際的狀況，保守但不局限地改成
    • develop a basic understanding of …
    • develop a brief understanding of …
    • begin to develop an understand of …
    • continue to develop an understand of …

善用具有包容性的用語

  • 例如："decoding strategies" （解讀的技巧、包含了reading, listening, viewing, comprehending而且是對verbal & non-verbal）

提供與目標相關的細節

  • 請針對預期要達成的學習成果，具體地列出細節，或舉例說明

以下是根據LOTE的資料和網路資源整理出 針對華語文活動訂定教學目標時可參考的例句:

By the end of this week’s lessons, the students will (be able to) . . .

[與Assessment 相關的]

  • know what is their Culminating Task
  • know about the summative assessment task requirements for this Semester
  • develop a draft _____ (of the task)
  • complete _____ (the task)

[與Intercultural Competencies相關的]

  • reflect on and document their feelings in relation to Mandarin learning in _____ (state the specific topic)
  • reflect on and document their feelings in relation to _____ (aspects of the culture) in Taiwan/China and Australia
  • notice how Chinese culture uses non-verbal expressions such as _____ (e.g.) as well as the spoken language to communicate
  • compare similarities and differences between _____ (aspects) of Mandarin and English
  • notice and compare similarities and differences between _____ (aspects of the culture) in Taiwan/China and Australia
  • reflect on the differences between _____ (aspects of the culture) in Taiwan/China and Australia, identify their feelings and responses to such differences
  • notices how Chinese culture use Mandarin language to convey cultural values, attitudes and beliefs, e.g. _____

[與Knowledge and Understanding相關的]

  • recognize the difference between _____ (a question, a statement and a command, 1st person and 3rd person, novels and first-hand accounts…)
  • understand the key message in the shared _____ (the target text type) and point out some basic features of _____ (the target text type)
  • understand the purpose of _____ (the target text type) and get started in composition of their own _____ (the target text type)
  • begin to develop an understand of the conventions of simple verbal and nonverbal interactions e.g. certain language expressions and gestures accompany_____ (e.g. greetings, leave takings, self-introduction, expression of thanks and gratitude, apologising and excusing, attracting attention, telephone calls, interviews, presentations, speeches, etc.)
  • define the literary term _____
  • re-tell in his/her own words _____
  • summarize the plot of _____
  • make inferences from the text _____
  • demonstrate understanding by writing three facts about _____
  • produce an effective essay which details _____
  • represent textual information by _____ (drawing, painting, etc.)
  • write a narrative version of _____, with appropriate plot characteristics of the genre
  • produce an effective persuasive essay which takes a stand for/against _____
    • Text Types/Genre: greetings, farewells, introductions, conversations, invitations & replies, greeting cards, postcards, telephone calls, emails, profiles, posters, albums, lists, maps, calendars, timetables, brochures, charts, graphs, charts, diagrams, plans, stories, rhymes, songs, quizzes, idioms, poems, folktales, cartoons, narratives, recounts, advertisements, forms, news items, recipes, menus, leaflets, notices, interviews, surveys, articles, reviews, websites, PowerPoint presentations, websites, web pages, Internet postings, informal letters, formal letters, itineraries, forecasts, debates, essays, plays, journals, speeches, etc.)

[與Language Function相關的]

  • respond to simple classroom instructions in Mandarin e.g. …
  • use the vocabulary of _____ to describe _____
  • explain the meaning of the word(s): _____.
  • discuss the differences and similarities between the two main characters from _____ and _____.
  • state an opinion about _____, using examples from the text to support the opinion
  • compare the experience of _____ (a character in a text) to his or her own life
    • 更多內容 請參考 KLA LOTE Language Functional Progression: socialising, exchanging information, expressing feelings, attitudes & opinions, negotiating meanings…

[與Phonology & Script相關的]

  • pronounce _____ (consonants/ vowels/ compound vowels: please list)
  • recognise the basic 5 tones in Mandarin
  • recognise that tones in Mandarin heavily influence intonation patterns
  • understand how to use the punctuation _____ (e.g. the full stop “。” is placed at the end of a sentence, and it takes up one character space.)
  • know that in Mandarin there is a character for each syllable
  • recognize that some Mandarin characters are pictographs that have evolved over 6000 years to present the sounds and the word
  • recognize that Mandarin characters have a prescribed stroke order
  • understand that Mandarin characters contain radicals which help to decode their meaning
  • recognise and write/read _____ (list the characters 生字/ common radicals常用部首)

[與Grammar語法相關的]

  • develop an understanding of (list the grammatical patterns) and employ the grammatical patterns in composing and comprehending spoken/written texts

[與Learning Strategies相關的]

  • use decoding strategies to make sense of _____
  • use pictures and other contextualised visual clues to help comprehending (spoken/written) texts about _____
  • reflect on what they have learned about (the related topic) and use their prior knowledge to relate to (the new information)
  • articulate ideas and plan for _____ (writing/ presentation) by using _____ (brainstorming, clustering, group discussion, personal reflections etc.)
  • listen critically to interpret and evaluate _____

以上資料僅供參考。

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