優質教育基金研究計劃研討會: 經驗分享 - 透過Web 2.0推動高小程度 探究式專題研習的協作教學模式

優質教育基金研究計劃研討會經驗分享 透過Web 2.0推動高小程度 探究式專題研習的 協作教學模式 2018年11月8日 優質教育基金研究計劃研討會經驗分享 透過Web 2.0推動高小程度 探究式專題研習的 協作教學模式 透過Web 2.0推動高小程度探究式專題研習的協作教學模式 Can anyone tell me what is Web 2.0? Web 2.0 can be understood as the 2nd generation of the Web The 1st generation of the Web – Some people create web pages and publish them on the Web for sharing. And users use the Web as an information source. Communication is rather one way Web 1.0 Web 2.0 - the 2nd generation of the Web Many more people create web content because it’s so easy to create them by using blogs or wiki – the technology behind Wikipedia And it’s easy for many people to use these tools to collaborate and to communicate online So people call Web 2.0 as participatory Web

2018年11月8日 計劃概覽 探究式專題研習 1. 探究式學習是以學生為中心的敎學法，它能幫助學生在學習常識科時綜合共通能力、知識和價值觀。 2. 在探究式學習過程中，學生是知識的主動建構者，敎師是學習的促進者。 3. 學生需要自行提出問題、搜尋重要的資料、尋找答案 。 Other than Web 2.0, our project has to do with inquiry project based learning I believe we all know專題研習 What is 探究式學習? 1. 探究式學習是以學生為中心的敎學法，它能幫助學生在學習常識科時綜合共通能力、知識和價值觀。 2. 在探究式學習過程中，學生是知識的主動建構者，敎師是學習的促進者。 3.學生需要自行提出問題、搜尋重要的資料、尋找答案 。 And 探究式學習 is what Edb tries to promote in primary schools through GS subject. E.g., here talks about 透過常識科的探究學習發展學生的批判性思考及創造力 3

2018年11月8日 Our project propose a 協作教學模式 Why? Because several years ago, I watched how some P4 students presented their group projects and I noticed something wrong: E.g., A Primary 4 group presented their key points by having one member holding up a A3 size paper E.g., Another P4 group produced 20 slides for their IBL project presentation but only used several of them during their presentation – prepared by their mom or helper  Or they prepared all the slides but didn’t know how to use them effectively. These students seemed to be lacking various abilities and skills needed for doing well in their inquiry projects. In order to equip students with abilities and skills they need, I brought together a team of 4 teachers to support students’ projects several years ago. With this collaborating teaching effort and with support from school leaders and an expert in inquiry project-based learning, Student did better in their projects; Student at the same time improved a lot in various key learning dimensions Centre for Information Technology in Education 4

試驗性研究—研究成果 學術會議論文 : Centre for Information Technology in Education 2018年11月8日 試驗性研究—研究成果 學術會議論文 : Chu, S., Chow, K., & Tse, S.K. (2009). The development of students’ information literacy and IT skills via inquiry PBL and collaborative teaching. Proceedings of the 2009 ASIS&T Annual Meeting, Vancouver, British Columbia, Canada, November 6-11, 2009. Chu, S., Tse, S.K., Loh, E. K. Y., Chow, K., Fung, H. F., & Ng, H. W. R. (2008). Primary four students’ development of reading ability through inquiry-based learning projects. The 2008 IASL Conference [CD-ROM]. University of California at Berkeley, Berkeley, CA, USA, 3rd to 6th August 2008. 期刊論文: Chu, S. (2009). Inquiry project-based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8): 1671-1686. Chu, S., Chow, K., Tse, S.K. & Kuhlthau, C.C., (2008). Grade Four Students’ Development of Research Skills through Inquiry-based Learning Projects. School Libraries Worldwide. 14(1):10-37. 中文學術書籍中的章節: 朱啟華、嚴影芙、鄒景芬、周志堅、夏柳薇及馮漢輝 (2008)。透過探究式學習改善小四學生的中文寫作能力。見布森祖、蘇詠梅編《綜合學習：理論與實踐（小學篇）》，頁139-151。香港：時信出版（香港）有限公司。 周志堅、朱啟華、吳淑嫻、方志新 、關詠茵及梁雅達 (2008) 。慧科搜索(WiseNews)資料庫與小四探究式學習計劃。見布森祖、蘇詠梅編《綜合學習：理論與實踐（小學篇）》，頁177-198。香港：時信出版（香港）有限公司。 The pilot was very fruitful and it results in many publications and eventually led to a QEF grant to support our project to expand this teaching approach from 1 school to 4 schools Boris – photo taking for Principals, teachers, CoI, & project team Centre for Information Technology in Education