This document discusses 3D printing and its applications in education. It mentions chapters 9 and 12 from a book on 3D printing. It discusses using 3D printing to teach concepts in STEM fields through hands-on projects. Examples mentioned include a website and YouTube channel for 3D printing projects for education. The document also discusses learning theories that support how 3D printing can enhance learning, such as legitimate peripheral participation and situated cognition theory.
This document is a biography and list of publications for Tonny Meng-Lun Kuo from the Institute of Learning Sciences at National Tsing Hua University. It includes Kuo's contact information and lists several publications presented at conferences between 2013-2015 related to using technology like iPads and MOOCs to facilitate language learning. The publications explore topics like selecting apps to improve English skills, using tablets to aid vocabulary learning, and examining the "flipped classroom" approach to promote active learning.
1. The document discusses using technology to assist Chinese language teaching and introduces the ASSURE instructional design model.
2. It explains each step of the ASSURE model, including analyzing learners, stating objectives, selecting strategies and tools, utilizing tools, requiring learner participation, and evaluation.
3. Examples of tools discussed include iPad apps, websites, and strategies like drill practice, simulations, and educational games. The goal is to engage students and support various learning styles.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This is a presentation given in the MBS MSc Innovation Management course taught by Prof. Silvia for group assignment to introduce and discuss the paper Dynamic Capabilities and Strategic Management by Teece D., Pisano G., and Shuen A. in 1997.
This document discusses 3D printing and its applications in education. It mentions chapters 9 and 12 from a book on 3D printing. It discusses using 3D printing to teach concepts in STEM fields through hands-on projects. Examples mentioned include a website and YouTube channel for 3D printing projects for education. The document also discusses learning theories that support how 3D printing can enhance learning, such as legitimate peripheral participation and situated cognition theory.
This document is a biography and list of publications for Tonny Meng-Lun Kuo from the Institute of Learning Sciences at National Tsing Hua University. It includes Kuo's contact information and lists several publications presented at conferences between 2013-2015 related to using technology like iPads and MOOCs to facilitate language learning. The publications explore topics like selecting apps to improve English skills, using tablets to aid vocabulary learning, and examining the "flipped classroom" approach to promote active learning.
1. The document discusses using technology to assist Chinese language teaching and introduces the ASSURE instructional design model.
2. It explains each step of the ASSURE model, including analyzing learners, stating objectives, selecting strategies and tools, utilizing tools, requiring learner participation, and evaluation.
3. Examples of tools discussed include iPad apps, websites, and strategies like drill practice, simulations, and educational games. The goal is to engage students and support various learning styles.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This is a presentation given in the MBS MSc Innovation Management course taught by Prof. Silvia for group assignment to introduce and discuss the paper Dynamic Capabilities and Strategic Management by Teece D., Pisano G., and Shuen A. in 1997.
1. Prezi is a cloud-based presentation software that uses a zooming user interface to navigate nonlinear presentations on a virtual canvas.
2. The document provides instructions on applying for a free educational Prezi account using a school email address and filling out school details.
3. An overview is given of tips for making effective Prezi slides, including brainstorming, organizing concepts, and using the zoom features to focus on or reveal relationships between points. Advantages like information visualization and online collaboration, as well as limitations such as only English interface and potential for nausea from the zooming, are highlighted.
E-learning website observation & analysis: Starfall.comTonny Kuo
This document analyzes the educational website Starfall.com. It begins with an overview and history of the site, which was launched in 2002 to provide early literacy skills to English language learners. The document then analyzes the site based on theories of web-based learning and instructional design. It finds that the site effectively uses multimedia and an intuitive interface based on principles of visual perception. However, it lacks social interaction features and personalization. The document concludes that while the site provides rich educational materials, designers should incorporate more modern features to engage digital learners.
- The document outlines learning objectives and tasks for a class on improving English skills. It includes introducing oneself, defining learning English, understanding reading and vocabulary tips, using Web 2.0 tools, identifying reading skills, listening to video clips, and setting goals. The class covers topics like the reading process, reading tips, vocabulary development, and assignments. Students are asked to introduce themselves, discuss learning experiences, participate in warm-up discussions and a listening test, and complete other tasks.
This short document in Chinese introduces several small animals - a mouse, fish, lion, and horse. It uses the term "xiǎo" which means small in front of each animal, describing them as little versions.
1. Prezi is a cloud-based presentation software that uses a zooming user interface to navigate nonlinear presentations on a virtual canvas.
2. The document provides instructions on applying for a free educational Prezi account using a school email address and filling out school details.
3. An overview is given of tips for making effective Prezi slides, including brainstorming, organizing concepts, and using the zoom features to focus on or reveal relationships between points. Advantages like information visualization and online collaboration, as well as limitations such as only English interface and potential for nausea from the zooming, are highlighted.
E-learning website observation & analysis: Starfall.comTonny Kuo
This document analyzes the educational website Starfall.com. It begins with an overview and history of the site, which was launched in 2002 to provide early literacy skills to English language learners. The document then analyzes the site based on theories of web-based learning and instructional design. It finds that the site effectively uses multimedia and an intuitive interface based on principles of visual perception. However, it lacks social interaction features and personalization. The document concludes that while the site provides rich educational materials, designers should incorporate more modern features to engage digital learners.
- The document outlines learning objectives and tasks for a class on improving English skills. It includes introducing oneself, defining learning English, understanding reading and vocabulary tips, using Web 2.0 tools, identifying reading skills, listening to video clips, and setting goals. The class covers topics like the reading process, reading tips, vocabulary development, and assignments. Students are asked to introduce themselves, discuss learning experiences, participate in warm-up discussions and a listening test, and complete other tasks.
This short document in Chinese introduces several small animals - a mouse, fish, lion, and horse. It uses the term "xiǎo" which means small in front of each animal, describing them as little versions.
1. Institute Of Learning Sciences
InstituteOf
Institute of Learning Sciences
Tonny Meng-Lun Kuo
Institute of Learning Sciences
National Tsing Hua University
兒少心理學與
差異化教學策略
35. 1
Conversation
Vocabulary
1. yòu again
2. xià gè next
3. xīng qī week
4. yùn dòng huì sport event
5. duō duō more
6. liàn xí practice
7. jiā yóu Cheers!
8. cān jiā attend
9. zhēn bàng Great!
10. hǎo wán fun
11. xià cì next time
12. yì qǐ wán Let's play
together.
13. hǎo ba Okay.
2
I
A
B
C
36. 1
Conversation
Vocabulary
1. yòu again
2. xià gè next
3. xīng qī week
4. yùn dòng huì sport event
5. duō duō more
6. liàn xí practice
7. jiā yóu Cheers!
8. cān jiā attend
9. zhēn bàng Great!
10. hǎo wán fun
11. xià cì next time
12. yì qǐ wán Let's play
together.
13. hǎo ba Okay.
2
I
A
B
C
43. • Slavin, R. E. (2012). Educational psychology:
Theory and practice(10th). Needham
Heights, MA: Allyn and Bacon.
2013
• Curtain, H. I. & Dahlberg, C. A. (2015).
Languages and learners: Making the match
—World language instruction in K-8
classrooms and beyond (5th) Allyn & Bacon.
51. 第十一课 雪花 姓名:______________
xià
下
xuě
雪
le
了 ，
xuě
雪
huā
花
cóng
从
tiān
天
kōng
空
zhōng
中
piāo
飘
xià
下
lái
来 。
nǐ
你
zhī
知
dào
道
xuě
雪
huā
花
shì
是
shén
什
me
么
yàng
样
zi
子
ma
吗 ？
shì
世
jiè
界
shàng
上
yǒu
有
hěn
很
duō
多
zhuān
专
mén
门
yán
研
jiū
究
xuě
雪
huā
花
de
的
rén
人 ，
tā
他
men
们
pāi
拍
le
了
hěn
很
duō
多
zhào
照
piàn
片 。
tā
他
men
们
fā
发
xiàn
现
xuě
雪
huā
花
de
的
tú
图
àn
案
hěn
很
tè
特
bié
别 ，
zhì
至
shǎo
少
yǒu
有
liù
六
qiān
千
zhǒng
种 。
yǒu
有
rén
人
rèn
认
wéi
为 ，
zhè
这
liù
六
qiān
千
zhǒng
种
zhǐ
只
shì
是
yì
一
xiǎo
小
bù
部
fèn
分 ，
shì
世
jiè
界
shàng
上
méi
没
yǒu
有
xiāng
相
tóng
同
de
的
xuě
雪
huā
花 。
suī
虽
rán
然
xuě
雪
huā
花
de
的
tú
图
àn
案
qiān
千
zī
姿
bǎi
百
tài
态 ，
dàn
但
dōu
都
shì
是
liù
六
jiǎo
角
xíng
形
de
的 。
xuě
雪
dōu
都
shì
是
bái
白
de
的
ma
吗 ？
bù
不
yí
一
dìng
定 ，
zài
在
zhōng
中
guó
国
xīn
新
jiāng
疆 ，
céng
曾
jīng
经
yǒu
有
huáng
黄
sè
色
de
的
xuě
雪 。
nà
那
shì
是
yīn
因
wèi
为
xuě
雪
lǐ
里
miàn
面
dài
带
yǒu
有
shā
沙
mò
漠
de
的
chén
尘
tǔ
土 。
zài
在
ōu
欧
zhōu
洲 ，
céng
曾
jīng
经
yǒu
有
hēi
黑
sè
色
de
的
xuě
雪 ，
nà
那
shì
是
yīn
因
wèi
为
méi
煤
tàn
炭
nián
黏
zài
在
xuě
雪
huā
花
shàng
上
miàn
面 。
xuě
雪
huā
花
yě
也
huì
会
biàn
变
yán
颜
sè
色
de
的 。
词汇表 Vocabulary：
xià
下
xuě
雪
to snow rèn
认
wéi
为
to consider
xuě
雪
huā
花
snowflakes yì
一
xiǎo
小
bù
部
fèn
分
a small part
piāo
飘
to float xiāng
相
tóng
同
same
yàng
样
zi
子
appearance qiān
千
zī
姿
bǎi
百
tài
态
shaped in all
kinds of
shì
世
jiè
界
world liù
六
jiǎo
角
xíng
形
hexagonal
zhuān
专
mén
门
to specialize xīn
新
jiāng
疆
Xinjiang
yán
研
jiū
究
research céng
曾
jīng
经
once
pāi
拍
zhào
照
piàn
片
to take pictures lǐ
里
miàn
面
inside
fā
发
xiàn
现
discover dài
带
yǒu
有
with
tú
图
àn
案
patterns shā
沙
mò
漠
desert
tè
特
bié
别
special chén
尘
tǔ
土
dust
zhì
至
shǎo
少
at least méi
煤
tàn
炭
coal
zhǒng
种
kind nián
黏
to stick
52. ! ! ! ________________
1
!
!
Gǔ shíhou, zài zhōngguó de shānxī shěng, yǒu gè hěn huì niàngjiǔ de
rén, jiào dù shǎokāng. Tā jīngcháng bǎ niàngjiǔ shèng xià de jiǔ zhā chúcún
qǐlái wèi mǎ. Yīcì, dù shǎokāng bǎ jiǔ zhā dào jìn dà gāng lǐ, jiā shàng yīxiē
shuǐ, gài shàng gàizi, zhǔnbèi yǐhòu yòng. Dàn hòulái tā wàngle.
Bàn gè duō yuè guòqùle, yǒu yītiān tā mèng jiànle yīgè bái húzi
shénxiān xiàng tā yào tiáowèi pǐn. Tā shuō:`Duìbùqǐ, wǒ méiyǒu tiáowèi
pǐn!'Lǎo shénxiān zhǐ zhǐ nà gāng jiǔ zhā shuō:`Nà bùshì ma? Nà gāng jiǔ zhā
yǐjīng pàole èrshí rìle, míngtiān yǒushí jiù kěyǐ
chīle!'
Shānxī Shanxi, a place in China
Niàng to make wine; to brew beer
Zhā residue; crumbs
Chúcún Store
Dà gāng big vat
Gài to cover up
Gàizi cover
Zhǔnbèi prepare; preparation
Mèng jiàn to dream of
Tiáowèi pǐn condiment
Zhǐ to point
!
1
Yǒu the tenth of the twelve Earthly Branches
1.
2.
3.
4.
5.
6.
2
!
!
Dù shǎokāng juéde zhège mèng hěn qíguài, gé tiān, tā zài dì èr tiān
huánghūn shí dǎkāi gāng gài, suānwèi pūbí ér lái! Jiālǐ de rén dōu shuō:`Hǎo
suān a! Bùnéng yàole, diūdiào ba!'Dàn dù shǎokāng dǎnzi dà, tā cháng yī cháng
hòu juéde wèidào bùcuò, suānliūliū de, jiù fēn dàjiā chī. Dàjiā yì biān chī, yībiān
shuō:`Wèidào zhēnshi hǎo jíle!'
Yǒurén wèn qǐ dù shǎokāng zhège tiáowèi pǐn de míngzì, tā xiǎngqǐ
mèng lǐ shénxiān shuō dehuà, yúshì yòng `èrshíyī rì yǒu'zǔchéngle cù zhège zì.
Yīzhí dào xiànzài, cù dōu shì zhōngguó rén chúfáng de tiáowèi pǐn, zhōngguó
shānxī shěng yě chéngle cù zuì yǒumíng de chǎndì.
!
2
53. Qíguài A. strange
Gé tiān N. the next day
Huánghūn N. dusk
Suān A. sour
Pūbí ér lái V. N/A
Diūdiào V. to throw
Dǎnzi N. guts
Suānliūliū A. sour
Zǔchéng V. to be make up of
Chúfáng N. kitchen
Chǎndì N. producing area
1.
2.
3.
4.
5.
!
3
54. 十年级：书法家王羲之 姓名：_____________
生活会话
yǔ
雨
lóng
龙 ：
píng
平
píng
平 ，
nǐ
你
zài
在
xiě
写
shén
什
me
么 ？
píng
平
píng
平 ：
wǒ
我
zài
在
xiě
写
shū
书
fǎ
法 ，
nǐ
你
kàn
看
kan
看
wǒ
我
xiě
写
de
的
háo
好
bù
不
hǎo
好 。
yǔ
雨
lóng
龙 ：
hěn
很
bú
不
cuò
错 ，
nǐ
你
de
的
hàn
汉
zì
字
xiě
写
dé
得
hǎo
好
jí
极
le
了 。
píng
平
píng
平 ：
wǒ
我
cóng
从
qī
七
suì
岁
jiù
就
kāi
开
shǐ
始
xué
学
xí
习
shū
书
fǎ
法 ，
měi
每
tiān
天
liàn
练
xí
习 。
yǔ
雨
lóng
龙 ：
zhēn
真
lì
厉
hài
害 ，
nán
难
guài
怪
nǐ
你
de
的
shū
书
fǎ
法
xiě
写
de
的
zhè
这
me
么
hǎo
好 。
nǐ
你
zěn
怎
me
么
xué
学
shū
书
fǎ
法
de
的 ？
píng
平
píng
平 ：
wǒ
我
dōu
都
kān
看
zhe
著
míng
名
de
的
zì
字
tiě
帖
liàn
练
xí
习
xiě
写
zì
字 。
yǔ
雨
lóng
龙 ：
nǐ
你
kàn
看
guò
过
wáng
王
xī
羲
zhī
之
dì
的 「
lán
兰
tíng
亭
jí
集
xù
序 」
ma
吗 ？
píng
平
píng
平 ：
wǒ
我
kàn
看
guò
过
a
啊 ！
tā
他
de
的
xíng
行
shū
书
xiě
写
de
的
hǎo
好
jí
极
le
了 。
yǔ
雨
lóng
龙 ：
xià
下
cì
次
wǒ
我
men
们
yì
一
qǐ
起
xiě
写
shū
书
fǎ
法
ba
吧 ！
píng
平
píng
平 ：
hǎo
好
a
啊 ！
•
shū
书
fǎ
法
calligraphy
•
nán
难
guài
怪
No wonder
•
hěn
很
bú
不
cuò
错
not bad
•
zì
字
tiě
帖
copybook of
calligraphy
•
hàn
汉
zì
字
Chinese characters
•
wáng
王
xī
羲
zhī
之
an famous
calligrapher
•
jí
极
to the
most/extremely •
lán
兰
tíng
亭
jí
集
xù
序
a famous work of
calligraphy by Wang
Xizhi
•
cóng
从
from
•
xíng
行
shū
书
calligraphy in
running script
•
liàn
练
xí
习
practice
•
zhù
著
míng
名
de
的
famous
•
lì
厉
hài
害
nice; awesome
语法点
1 你在_____什么？What are you _____ing(V.)?
我在_________。I am ______ing(V.)+______(O.).
1. 你在写什么？
我在写_________。
2. 你在听什么？
我在听_________。
3. 你在看什么？
我在___________。
4. 你在读什么？
__________________。
5. 你在吃什么？
__________________。
2 他的汉字，写得好极了。 Topic(N.)+V.+得+好极了。
Topic V
Note: The phrasal verb should be in agreement, for example , “跳舞、唱歌”.
1. 他的_______，_______得好极了。(dance)
2. 他的_______，________________。(sing)
3. 他的_______，________________。(draw)
4. 他的_______，________________。(study)
3 他从七岁就开始学习书法，难怪他的书法写的这么好。
S+V(reason) no wonder + S+V(result)
Note: In Chinese, “难怪”could only followed by a complete sentence.
Translate the following sentences:
1. 姊姊从小就读中文书，难怪他中文说的这么好。
_____________________________________________________________
2. 妈妈从小就练习煮饭，难怪她很会煮菜。
_____________________________________________________________
3. 小明每天练习跳舞，难怪她舞跳得好极了。
_____________________________________________________________
• 从小 from childhood
• 煮饭/菜 cook
73. Institute Of Learning Sciences
InstituteOf
Institute of Learning Sciences
Tonny Meng-Lun Kuo
Institute of Learning Sciences
National Tsing Hua University
感謝聆聽 敬請指教
Thanks for your attention!
