暑期學校 CLASIC 2019

課程介紹
2019/6/25 星期二TUE |
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![]() 適性閱讀,開創智慧閱讀新世代Smart Reading主講者 / 宋曜廷教授Speaker / Yao-Ting Sung課程簡介
閱讀能力已成為各國重視的能力之一。面對不同能力的學生,我們該如何做到因材施教呢?眾多的資源中,我們又該如何挑選最適合的學習教材呢?「SmartReading慧讀‧會讀」透過全球最精確適性測驗評估診斷學生的閱讀能力,並透過書籍難度分析技術,提供多元化書籍之智慧推薦。利用系統化記錄,建立獨一無二之閱讀計畫,也透過自動化摘要技術,初步協助教師瞭解學生閱讀表現狀況。本系統不僅僅協助學生系統化培養提升閱讀素養,也協助解決教師在閱讀教學上之負擔。此外,系統與國際教育同步接軌,結合IB國際文憑六大主題、十六大概念,及十大核心目標,培養學生反思能力以達到跨領域、跨學科主題式教學目標。學生可培養了解學習主題相關的真實文本能力,以此建立學習者的閱讀深度與廣度,達成學生自主閱讀能力進而培養出具有責任心的終身閱讀學習者的目標。
Reading ability has become one of the capabilities that countries value. How can we teach students in accordance with their aptitude? How should we choose the most suitable learning materials among the numerous resources?「SmartReading」to assess and diagnose the reading ability of students through the world's most accurate tests, to provide intelligent recommendation of multiple books through the technology of book difficulty analysis, to use systematic records into the establishment of a unique reading plan, and to initially assist teachers to understand the reading performance of students through automated summary technology. The platform not only helps students improve reading literacy systematically, but also helps teachers reduce the burden of teaching.In addition, the system is in sync with international education, connected with IB are combined with six themes, 16 concepts and 10 goals, so as to develop students’ reflective ability and to achieve the goal of interdisciplinary.Students can develop the ability to understand the real text related to the theme, so as to establish the depth and breadth of reading to achieve the goal of independent reading and cultivate lifelong responsible reading learners. ![]() 鍵接圖,讓漢字好看、好記又好學Learning Chinese Characters with Drawings.主講者 / 張瓅勻助理教授、陳學志教授Speaker / Li-Yun Chang, Hsueh-Chih Chen課程簡介
華語非母語的學生普遍覺得「漢字如天書」,本課程針對此難點,提出鍵接圖(key-image method)創新教學法,搭配《我也繪漢字》教材,展現多元教具和具體教案,讓華語漢字詞教與學有趣又有效。課程亮點如下:
形義全(拳),解決漢字識寫難點:鍵接圖結合學習理論和創新教學法,讓學習者透過看關「鍵」圖,同時連「接」起字形與字義,如「足」字鍵接圖本身像字形,也同時表字義。 語義場,擴展字詞使用情境:《我也繪漢字》全套兩冊,每冊包含「漢字知識」、「漢字鍵接圖」、「總複習」三大部分,幫助學習者系統式建構漢字學習基礎。總共有12個與生活相關的主題,從中可有效率習得308個常見漢字及317個重要語詞。 結合科技與多元活動,涵蓋完整語文層次:運用科技輔助,課程將介紹兩系統:(1)「短文析字部件拆解系統」,教師從文本中選出值得優先學習的部件、字、詞,以及(2)「華語文全字詞教學平台(eMPOWER)」,該系統整合本文與鍵接圖,可同時鞏固學習者漢字基礎,並且強化詞彙、短語和句子的運用。再者,本教材搭配多元活動(UNO敲字、翻字卡),提升漢字的教與學。 Learning Chinese characters could be intimidating for most CSL/CFL learners. To make character learning easier, this program offers an innovative, creative, and effective method incorporating the key-image method and various interesting teaching aids. Highlights of this program include: Accessible learning methods: Key-image method makes Chinese character learning more accessible by the use of techniques based on the theories of learning and memory. This program combines learning theories with innovative teaching methods, allowing learners to look at a key-image and simultaneously connect the form and meaning of the Chinese character. For example, the "足 (meaning: foots)" key-image itself looks like a glyph and, at the same time, the meaning of the character. Systematic learning process: Learning Chinese Characters with Drawings has two volumes and each includes three parts: (1) Knowledge About Chinese Characters, (2) Chinese Characters Key-image Pictures and (3) Review Activities. Twelve real-life topics help learners to acquire 308 most common Chinese characters and 317 important words. Innovative technology supports: This program will introduce two systems: (1)“Chinese Radicals Disassembly System,” from which teachers could select the radicals, characters, and words that are worthy of priority learning from the text and (2)"eMPOWER platform,” which provides learners with more effective ways to build up the knowledge of Chinese characters and to reinforce the mastery of words, phrases, as well as sentences. Moreover, with the many creative activities, this program aims to improve Chinese teaching and learning. |
![]() 主題式閱讀教學在國際學校之成效The Effects of Thematic Teaching Mode in IB School講師 / 義大國際高中 李志成校長、義大國際高中教師群Speaker / Jechen Lee課程簡介
跳脫傳統教學模式,使用主題式教學。促進學生深層思考及核心價值之培養。主題式教學可藉由多文本間比較,讓學生更能瞭解同一主題,不同觀點之深層意涵。跳脫傳統靜態填鴨式學習,採取小組討論課程進行,也可以透過同儕間相互討論及教師引導回饋,並使用科技融合教學,促進反思及整合的能力。
教學模式搭配系統適性化測驗及書籍推薦,讓學生能夠更有效率的進行閱讀及學習。不僅僅是提升學生閱讀動機,也可以透過智慧閱讀之模式有效培養學生之能力素養提升。 Teachers think outside the box, and use thematic teaching mode in IB school. It can help students understanding different perception in the same theme by comparing with contents. Thematic teaching is different from traditional spoon-feeding education. In this way, teachers let their students have discussions in class, and give them feedback in good time. They use technology integrated into thematic teaching to support their students to improve their reflective ability and Integrated ability. Thematic teaching with Chinese computerized adaptive test and recommended books lets students read and learn efficiently. It not only helps students improve motivation of reading, but also helps students improve reading literacy by smart reading. |
2019/6/26 星期三WEN |
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![]() 寫作自動評估與回饋有效提升教學質量Automated Essay Evaluation and Feedback Improves Teaching Quality and Efficiency主講者 / 張道行副教授Speaker / Tao-Hsing Chang課程簡介
語言教學的「聽、說、讀、寫」四大能力中,不論在研究或教學實務上,普遍認為寫作是最難掌握與最需要訓練的一項。華語學習者在寫作上對於篇章撰寫、結構編排、句子銜接、詞語結合,以及詞彙選擇,常有無法順利掌握的現象;因此教師在教學上,也需花費許多時間逐一修正學習者的詞彙、語法、結構,的確曠時費力。近年來,資訊科技的輔助為傳統教學提出了新穎的角度,也提供以真實文本為基礎的教學參考。本課程將說明如何運用『華語文寫作自動評估與回饋系統AES-Han』於華語文寫作教學課堂之中,提供不受時空限制的便利練習平台;在學習方面,即時修正與回饋能有效增進華語文學習者的寫作能力;在教學方面,課前、課中、課後的輔助管理功能,亦能提升教學者的整體教學品質。本課程將透過兩個可實際應用於第一線教學的教案,一步步帶領學員深度理解如何在教學上使用這個系統,體會系統如何激發從初級到高級程度的學生學習動機與潛能,提升教學成效。
“Writing” is considered to be the most difficult language skill among the four fundamental skills—listening, speaking, reading and writing—, and it always takes the most training and practicing to master the skill of writing. CSL learners have difficulties in word selection, collocation, sentence cohesion, structure organization and paragraph composition. Teachers, in turn, need to spend much time to review their students’ vocabulary, grammar, and writing structure. Recently, information technology has contributed much to language teaching. Technology and Corpus-based studies provide convenient tools and referential texts for classes on the spot. In light of this, we develop Automated Essay Scoring for Han (AES-Han), which is an online writing platform with instant feedback and class management. In this course it will be presented how AES-Han can be applied to CSL writing class to provide an easy writing environment without any limitation of space and time. In one hand, AES-Han provides instant feedback, including essay evaluation and error correction, that enhance learners’ writing ability. In another hand, its functions of student essay management and portfolio can improve instructors’ teaching efficiency. In this section, we will illustrate a teaching plan linking up with AES-Han in actual classroom. With the step-by-step demonstration, you will realize how the system promotes the motivation and potential of all-level learners, which would in turn increase the teaching efficiency and quality. |
![]() 寫作自動偵測與回饋在課堂教學的實質效益The Effects of Implementing AES-Han/AES-Han Aid in the Classroom講師 / 開南大學應用華語學系 陳燕秋助理教授、國立成功大學中國文學系 邱詩雯助理教授Speaker / Yen Chiu Chen, Shih Wen Chiu課程簡介
結合寫作自動偵測與回饋於華語文課堂教學,為教師及學生帶來了雙贏的結果,我們邀請了兩位分別使用AES-Han和AES-Han Aid於課堂教學,並進行教學實驗的教師來分享他們的使用經驗。
陳燕秋老師使用AES-Han在她的寫作和會話課堂中,發現AES-Han有助於學生作文長度和質量的提升,提供的即時修正與回饋功能也鼓勵同學,培養較為自動自發的訂正習慣。更特別的是,在會話課的使用經驗,讓陳老師發現寫作對於口語表達的幫助非常大;AES-Han可以協助同學在上台發表前,先將演講稿寫下來並不斷修正,不受時間限制的寫作,也不須占用許多寶貴的課堂時間,大大提升教學效益。 邱詩雯老師是使用AES-Han Aid在她的初級華語班中,班上學生普遍有寫自傳申請學校的需求,但是以他們的寫作能力是需要很多協助才能完成的。邱老師的方式是將自傳分段成一個一個篇章,藉由每個段落的主題,設計引導式問句,讓AES-Han Aid系統成為小助教,一步步帶領學生從句子、段落、篇章,構築成一篇結構井然的自傳。 Applying AES-Han to CSL classroom has brought a win-win situation for both teachers and students. Two teachers will present in this section to share their experience of using AES-Han/AES-Han Aid in their class empirically and experimentally. Teacher Chen uses AES-Han in both of her writing and conversation classes and found that AES-Han has virtual improvement on students’ essay length and quality. In addition, instant feedback and suggestions get students used to revise and correct their essay on their own initiative. What’s more, teacher Chen observed that making draft before speech benefits a lot to the oral presentation. AES-Han plays the role of assisting students’ repeated speech draft revision in advance of onstage presentation. Students can write on AES-Han at any time and place before the class and focus on their presentation on class, making my course more efficient. Teacher Chiu uses AES-Han Aid on her elementary Chinese class. Students in her class have the need of autobiography writing for applying college. However, it is really difficult and needs much assistance for them concerning their writing ability. Teacher Chiu’s teaching plan is to decompose an autobiography into paragraphs of different topics. And then she designs guided questions on AES-Han to lead the students complete each paragraph from single response sentences to a coherent paragraph. Each paragraph then forms a tightly-structural autobiography. AES-Han, in this case, is used as a teaching assistant, helping students with their writing structure and teachers with their on-to-one instruction. ![]() 有效詞彙學習eMPOWER教學平台eMPOWER: The Integrated Platform for Learning Chinese Characters and Words講師 / 國立臺灣師範大學 洪嘉馡副教授Speaker / Jia-Fei Hong課程簡介
華語文教師在第一線教學需要考慮到許多因素,如:教學環境、學習者程度差異等,且依照學習者需求進行調整,編制出一套合適且適應當地的華語文教材。因此,e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER)華語文全字詞教學平臺,即是最佳的解決工具。eMPOWER是一個結合心理學、資訊科技和語言學等跨領域理論所建置而成的教學平臺;同時,也結合了最新的語音辨識技術及手寫診斷辨識系統(A Chinese character handwriting diagnosis and remedial instruction, CHDRI)。華語文教師可透過提供的數位教材編輯模組(Authoring Tool),滿足教學端編輯教材及學習追蹤等功能的需求,亦提供學習端選課、上課等功能,同時,具有字詞的聽、說、讀、寫全方位的語言能力學習,是一個量身訂作、便利的教學平臺。
There are a number of factors that frontline Chinese language teachers need to consider about, for example, teaching environment, achievement differences of learning and so on. In addition, the teachers have to adjust their teaching materials to meet the learners’ needs in the area. In light of this, e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER), which provides teachers for editing appropriate Chinese materials with different needs, is the best platform to solve this situation. eMPOWER, developed by NTNU, provides teachers for editing materials. It combines psychology, computer education, linguistics and so on. Besides, it includes the Automatic Speech Recognition (ASR) and a Chinese character handwriting diagnosis and remedial instruction (CHDRI). This study anticipates that eMPOWER can offer CSL/CFL teachers and editors to be engaged in completing their teaching materials online. At the same time, it helps learners develop four fundamental abilities, listening, speaking, reading, and writing, simultaneously. In addition, it can make learning more efficiently without restricting by the environment and space, thus enhancing learners’ learning effectiveness. |
2019/6/27 星期四THU |
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![]() 語料庫的力量:大數據分析與華語教學
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2019/6/28 星期五FRI |
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![]() 3D 創建與語言學習活動設計c
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