2008年10月21日 星期二

英語科段考試題檢討與分析


主題:英語科段考試題檢討與分析
日期:97.10.21

課程實施包含教師「教」與學生「學」的過程,教學評鑑是不可少的項目。
評鑑的目的在於改教學而不是在證明,所以藉此研習,主題以試題分析為主,的其功能在於瞭解題目的品質,刪掉或改寫品質不佳的題目,進而改善題目的品質。
並可以透過題型分析來了解是否適合測量學生的學習成果、題目是否與教學目標有相關、題目陳述清楚與否、題目的難度是否恰當、題目的作答說明是否清晰。
並鼓勵教師們能客觀性的試題評鑑主要包括三個部分:難度(P)【難度值P的範圍:0 鑑別度指標(D)=高分組答對率-低分組答對率
因應鑑別度採用高低分組,難度也可以採用另一種計算方式:P=(Ph+Pl)/2

2008年10月18日 星期六

A Typhoon Day Off 颱風假

A Typhoon Day Off
颱風假
For three weeks in a row, Typhoons Sinlaku, Hagupit, and Jangmi passed through Taiwan successively. The last of the three was the strongest and caused the most damage. Typhoon Jangmi brought winds of up to 220 km/hr to Suao—the second strongest in fifteen years.
連續三週,颱風辛樂克、哈格比、薔蜜接連侵襲台灣。三個颱風中的最後一個格外強烈,造成的損害最為嚴重。薔蜜颱風為蘇澳鎮帶來時速高達220公里的強風—這是15年來第二強的。
Typhoon Jangmi came onshore Taiwan at 3:40 p.m. on September 28 and left at 4:20 a.m. the next day. And for those wishing for a typhoon day off, they got it! On September 29, businesses and schools around Taiwan were closed.
颱風薔蜜在9月28號下午3點40分登陸並且在隔天凌晨4點20分出海。期待休假的人都如願以償地獲得一天颱風假。9月29號當天全台停班停課一天。
While the extra day off gave most people a chance to rest and relax, others weren’t so lucky. Flooding occurred in many places around the island. Lushan in Renai Township, popular for its hot springs, was perhaps the most affected. Flooding also caused countless farmers to suffer great losses, which in turn made the price of produce skyrocket.
額外休一天假讓大部分的人有機會好好休息與放鬆,但是另外一群人可就沒這麼幸運了。全島各地都有淹水的情形發生。位於仁愛鄉,以溫泉聞名的盧山可能是這次災情最慘重的地區。洪水也讓無數農民遭受嚴重的損失,導致農產品的價格飆漲。
Overall, billions of dollars were lost because of Typhoon Jangmi. While the majority of people are unaffected by typhoons, others pay a heavier price. So the next time you wish for a typhoon day off, think twice!
總體來說,薔蜜颱風造成數十億元的損失。當大部分的人絲毫沒有受到颱風影響的時候,其他的人卻付出慘痛的代價。下次當你期盼颱風假的時候,不妨再想一想吧!


Writer: Chuson Chang
Editor: Frankie Wang
資料來源: 翰林出版社提供

BODY.MIND.SPIRIT

Body.Mind.Spirit
(身心靈成長相關資料)

Where are you right now? “Sitting here reading this book,” you might answer, rolling your eyes. Well, of course you are, but that’s not what we mean.

We mean, where is your mind right now? As you skim the pages of this book, are you thinking about where you have to go next, or where you’ve just been? Are you mentally reviewing your endless “to-do” list, or planning how many errands you can squeeze in on the way home from the bookstore, or thinking about how much work you can get done before the end of the day? Or maybe you aren’t really anywhere because stress has closed down the brain train, and you feel a little bit like you’re stuck on a malfunctioning subway, getting nowhere fast.

And while we’re at it, how does your body feel right now? Are you relaxed, fidgeting, bored, tired, tensed up? How does your body feel, right now, in this moment? Is your physical self sending your mental self a subtly, or not-so-subtly, opinionated message? If your body could talk to you just this minute, what would it be saying? “Slow down and listen to me,” perhaps? “Pay attention!”

Stress is an insidious force many of us are subject to on a daily basis. Along with it come mindlessness, unhappiness, dissatisfaction, unhappiness, dissatisfaction, physical discomfort, and sometimes even illness. Are you “setting” for a life less than you once imagined?

You can do more than merely get through the day. You don’t have to compromise your dreams. You can be the best possible you, and you can live the life you always wanted to live. How? By getting back in touch with who you are, what you want, where you are going. By paying attention to your mind-body.

Meditation in its many manifestations is the key. It’s easy to spend your life on hold, waiting to be done with this task or this job or this stage of your life. Meditation can teach you to live in the now, to know yourself-body, mind, and soul-better and to find the life you need. It can dissolve the stress and the insecurities that hold you back, clearing the path for a journey in which each step is the destination. Meditation teaches you go be alive right now because this is your life. With a little retraining and a few simple techniques, you can harness the awesome power of your own mind-body. Meditate and get back in touch with you. Learn to wake up. Learn to live. Don’t miss another moment.
Icebreaker

What is it?
We are going to do an activity now. You may be using this activity as part of you daily lesson plans. Some teachers think it is not an important part of a lesson plan.
We’ll have some discussion on this after the activity is finished.

What do you need to do this activity?
We will call this activity C & A (Catch and Ask), which stands for. You will need a soft and fairly large ball. Here are the playing instructions.

How to do it?


Step 1: Everyone come to the center of the room
Step 2: Pericardium Meridian.
Twist your hand and raise them slowly with your breathe.
Then, to feel your shoulders.

Step 3: Gallbladder Meridian- Ushtra asana
a. Sit up on the knees with the heels of the feet pressed against the buttocks and the calves of the legs flat on the floor.
b. Reaching backward, grasp the left ankle with the left hand and right ankle with the right hand.
c. Inhale through the nostrils and lift the buttocks off the legs arching the back and thrusting the abdomen forward and tilt the head as far back as possible.
d. Either hold the posture for the duration of the inhale breath or breath gently through the nostrils while holding the posture.
e. Exhale and return to the kneeling position.

Step 4: Large Intestine Meridian
a. Inhale and raise the arms upward. Slowly bend backward, stretching arms above the head.
b. Exhale slowly bending forward, touching the earth with respect until the hands are in line with the feet, head touching knees.
c. Move your hip to left and stay a while, then move your hip to right.
資料來源: 何嘉仁出版社

2008年10月13日 星期一

精進教師教學能力-多元化網頁軟體介紹及操作練習之研習課程

活動名稱:精進教師教學能力-多元化網頁軟體介紹及操作練習之研習課程
日期:10/14(二)時間:09:00~12:00






活動內容:
1. 學習建立教學資源共享,平衡學校資源上的差異,增加學生學習機會。
2. 建立教學檔案管理電腦化,可以連結資料庫,整理學生學習資訊。
3. 設置教學無『時』、『空』之限制
4. 增設教學活動的多變性
5. 善用教學教材





活動心得:
「教師專業發展」的終極目的就是提昇教師教育學生的能力,進而增進學生學習品質與成效(黃淑苓,2005)。以精進「教師專業發展」是近十多年來國際間品質教育提昇的重要課題,諸多先進國家都將各級教師的專業發展列為重要的教育政策之一,其目標是教師專業化。「教師專業發展」的基本論點是教師從事教育工作為一個需要專業知識與技能的專業,而且教師必須經過培養歷程,且於在職期間必須持續透過各種方式與途徑增進其專業知能,俾利發揮最佳專業表現,增進其社會服務功能(教育學生)。





活動照片:



97學年度第一學期英語俚語學習

諺語:
1. Never put off till tomorrow what you can do today.
今日事,今日畢。
2. Rome was not built in a day.
羅馬不是一天造成的。
3. God helps those who help themselves. 天助自助者。
4. He who has hope has everything. 懷有希望者,便擁有一切。
5. It’s not whether you win or lose, it’s how you play the game.
輸贏並非最重要;重要的是你是否努力遵守比賽規則。
6. There is no royal road to learning. 學問無捷徑。
7. Birds of feather flock together.
物以類聚,人以群分。
8. Self-trust is the first secret of success.
自信是成功的第一祕訣。
9. Nothing ventured, nothing gained.
不敢冒險就沒有收穫。(不入虎穴,焉得虎子。)
10. A word is enough to the wise.
智者一點就明。

例句遊戲

1. to get off one’s back( 不再煩擾某人;不再找人麻煩)
例:I wish my parents would get off my back about my grades.
我希望我父母不再囉唆我的課業成績。
2. hands down (毫無疑問地)
例:That was hands down the toughest class I have ever taken. I had to study for it every day.
那絕對是我上過的最難的課。我每天都得讀。
3. easy as pie(容易之至)
例:This job is easy as pie. I’m sure you can do it very well.
這份工作很容易,我確信你一定可以做得很好。
4. in the doghouse (失寵;受辱)
例:Mark stayed out late last night. Now he’s in the doghouse with his wife.
Mark 昨夜很晚才回家,現在他的老婆正在修理他呢。
5. to cry wolf( 喊狼來了;發出虛假的警報)
例:Nobody will believe Sam is in trouble because he has cried wolf to people so many times.
沒有人會相信 Sam 陷入困境因為他對人說過許多次謊。
6. a red-letter day(喜慶的日子﹔紀念日)
例:It was a red-letter day when Jennifer found out she got into college.
Jennifer 收到大學入學通知的那天是個值得慶祝的日子。 
7. at the drop of a hat(立即;一有機會就…)
例:My job is such that I have to be ready to travel at the drop of a hat.
我的工作是隨時都得準備出差的。
8. the shoe is on the other foot(形勢完全逆轉)
例:You laugh now, but what if the shoe were on the other foot?
你現在笑得開心,等形勢完全逆轉時你又該怎麼辦?
9. to sit on one’s hand (不去做任何的事情)
例:After the party, Mrs. Li just sit on her hands and let her husband do the dishes.
派對過後,李太太什麼都不做而讓她的丈夫洗碗盤。
10. the apple of one’s eye (珍愛的人或物)
例:Jean is the apple of her father’s eye.
Jean 是她父親的心肝寶貝。
資料來源: 何嘉仁出版社提供(tHANKS VERY................MUCH:)

活動名稱:教師心靈成長研習-健康校園御守站
日期:9/23(二)時間:13:30~16:00

活動內容:
1. 提出在面對教學現場的困境。
2. 共同提出解決方針。
3. 如何適度紓解教師角色壓力。
4. 增進教師團隊間的默契與支持。
5. 提供學生生活肢體動作的英語句子。
(教師專業對話照片)

期初教學研究會議

活動名稱:期初教學研究會議
日期:9/9(二)時間:13:30~16:00


1.訂定本學期領域目標
2. 訂定本學期段考範圍
3. 共同排定本學期專業成長的研習主題
4. 共同排定教學觀摩
5. 檢討課程計畫實施成效與省思
6. 進行專業之能成長研習課程主題(6)
專題演講:教師心靈成長研習-健康校園御守站
專題演講:精進教師教學能力-多元化網頁軟體介紹及操作練習之研習課程
專題演講:英語領域精進教學之教材教法課程

專題演講:段考試題檢討與命題核心概念
專題演講:英語領域精進教學之輕鬆有效率的練習活動
專題演講:教師專業對話之觀摩國外教學成長營
7. 審查本學期課程計畫並提報需修正部份


8. 安排本學年度教學觀摩活動

P.S: (期初教學研究會議照片)


高雄市楠梓國中英語教師團隊

1.毛志仁(315導師)2.戴瓊瑩(320導師)3. 李慈愛(301導師)
4. 潘淑令(210導師)5. 王美芬(321導師)6. 蘇怡如(201導師)
7. 陳郁萱(216導師)8. 陳淑鈴(專任教師)9. 陳孟媛(專任教師)
10. 華運芳(222導師)11. 梁瑜芳(107導師)12. 李慧芬(214導師)
13. 許秋綾(專任教師)14. 林雪惠(專任教師)15. 吳素琴(221導師)
16. 邱虹如(217導師)