Cheuk Wai Han is submitting his ITCE Portfolio for the Primary Chinese programme at HKIEd. The portfolio covers work from his third year of study, from 2010 to the expected graduation date of 2014. The portfolio contains evidence that Cheuk has completed the requirements for basic and intermediate ITCE certification levels, including lessons that incorporate ICT tools like blogs and websites, rationales for using educational software, and reflective statements on how ICT helps student learning. Cheuk signs the submission sheet and declaration to verify that the work in the portfolio is original and accurately represents the ITCE levels he believes he has achieved.
Cheuk Wai Han is submitting his ITCE Portfolio for the Primary Chinese programme at HKIEd. The portfolio covers work from his third year of study, from 2010 to the expected graduation date of 2014. The portfolio contains evidence that Cheuk has completed the requirements for basic and intermediate ITCE certification levels, including lessons that incorporate ICT tools like blogs and websites, rationales for using educational software, and reflective statements on how ICT helps student learning. Cheuk signs the submission sheet and declaration to verify that the work in the portfolio is original and accurately represents the ITCE levels he believes he has achieved.
1. Assessment item 1:
A lesson that incorporates ICT elements in a blog/ Web site to
demonstrate the understanding of the appropriate use of ICT skills and
knowledge for the enhancement of teaching productivity.
Assessment item 2:
Explain in detail of HOW and WHY you have used ICT with a blog /
Web site in you r lesson plan.
這教節中,我運用了電子資源──簡報表輔助說明課文的內容深究。以燕子圖
片及箭嘴在簡報表中模擬在菜田和屋簷間來回飛行,更生動的幫助學生梳理燕
子媽媽笑了文章的脈絡。讓學生了解燕子每次來回令牠對冬瓜和茄子更了解。從
而欣賞燕子願意細心觀察的態度,以簡報展示反思和提問,引導學生思考如何
更有效地找出答案。
在沒有簡報的輔助下,教師只能以口述和板書說明小燕子來回飛行的見聞,
學生較難跟上進度如老師講解幾次來回時容易混淆。老師板書、繪畫圖表說明耗
用時間長,亦需運用不同顏色筆以清楚標示見聞。以簡報表示能提升教學效能,
善用有限的課堂時間。
簡報的運用以圖片、圖表配合老師的講述,能有條理、清晰的梳理文章內容
說明教學內容。提升學生的專注力,一年同學對長篇課文較難掌握,將內容圖像
化,如以笑哈哈圖案表達燕子媽媽的心情、以豎起的姆指說明燕子媽媽對燕子的
讚賞,學生更易掌握文章內容,同時可減少工作紙、圖卡的印製。老師可在簡報
列出提問與學生共同討論,開發討論空間。