A teacher affects eternity and we can never tell where the influence stops. 老師的影響力是永恒的，我們永遠(yuǎn)不知道這影響力會止步何處。 Learning intention ? 學(xué)習(xí)目標(biāo) <ul><li>Introduce Gardner's Multiple Intelligence style of learning</li></ul> 介紹加德納多元智能理論 Learning ?content ? 學(xué)習(xí)內(nèi)容 An odd advertisement that an adorable golden fish should make the sound like a dog when a cat wants to eat it demonstrates the importance of learning a foreign language, marking the beginning of the productive day. <h3>白板上出現(xiàn)一個古怪的廣告:當(dāng)一只貓想吃金魚時，這只可愛的金魚竟然發(fā)出狗叫聲。這則廣告說明了學(xué)習(xí)外語的重要性，也標(biāo)識著充實一天的開始。</h3> Patsy made response to the questions about education inquired by us. For example, how to manage the whole class efficiently? She provided her detailed and vivid introduction, some of which is available, while some of which doesn't work. Patsy對我們關(guān)于教學(xué)方面的問題作了回復(fù)，比如說如何有效控制課堂。她給出具體且生動的描述。有些可行，而有些對我們不太合適。 During this period, Patsy introduced Australian schools with pictures sent by her husband last night, ranging from school uniforms to various after-shool activities. What they really attach importance to is that education is to meet children's needs. 在這個過程中, Patsy 通過圖片介紹了澳大利亞的學(xué)校, 這些都是昨晚她丈夫傳過來的。范圍從學(xué)校的制服，到各式各樣的課外活動。他們所強(qiáng)調(diào)的核心觀就是教育是為了滿足孩子們的需要。 Brainstorming <p style="text-align: center;"> 頭腦風(fēng)暴</p> <h3 style="text-align: right">--- How to learn English well</h3><h3 style="text-align: center;"> ---如何學(xué)好英語</h3> <p>Each group answered the following questions one by one, such as:<br>I improve my English by ....<br>The easiest part to learn English is ....<br>The most difficult part to learn English is... </p><p>At last, we got lots of valuable and significant ideas about how to learn English. <br></p><p><br></p> <p><br></p><p>每組逐個回答下面的問題。比如，</p><p>我如何提高英語……<br>學(xué)英語最容易的部分……<br>學(xué)英語最困難的部分……<br>最后，我們獲得寶貴且有用的建議。<br></p><p><br></p> Making up a story <p style="text-align: center;">編一個創(chuàng)造性的故事</p> Beginning with two words 'one day' , each group just wrote down one sentence and switched the sheet to the next group to continue the story. Finally, the last group completed a creative ending of the story. When we read the funny and innovative stories, we burst into laugh ,which were really interesting. 起始于兩個單詞——有一天，每組寫下一句話，然后傳遞給下一組繼續(xù)編這個故事，直到最后一組完成這個故事的結(jié)尾。當(dāng)我們閱讀這些有趣且創(chuàng)意的故事時，教室里哄堂大笑，因為太有意思了。 Multiple Intelligence <p style="text-align: center;">多元智能理論</p> <h3>Patsy gave out the Multiple Intelligence Worksheet, asking us to complete each section by placing a number one two or three. According to the total score for each section, we put the dots and then jointed the dots to finish the bar chart.</h3> Patsy分發(fā)了多元智能表，讓我們填數(shù)字完成每一項的得分。根據(jù)每項的總分?jǐn)?shù),打上點，然后連接這個點，形成一個"心電圖"。 She introduced Howard Gardner's theory of Multiple Intelligence, which includes eight types of intelligence, ranging from linguistic competence to naturalistic competence. From her explanation, if one student gets high score in visual section, he may have a good sense of direction, have potential in pictures and do well in art activities. As a teacher, he or she should apply mind maps instead of traditional note taking. 她介紹了霍華德?加德納的多元智能理論，該理論包含八個技能，從語言技能到自然技能。根據(jù)她的解釋，如果一個學(xué)生在視覺技能方面得高分，那么他會有一個很好的方向感，在繪畫方面有天賦，擅長藝術(shù)。因此，作為老師，他應(yīng)該采用思維導(dǎo)圖，而非傳統(tǒng)記筆記的方式來針對性教學(xué)。 <h3 style="text-align: left">Howard Gardner, a prominent psychologist from Harvard, defined eight intelligences in 1983, claiming that all humans have various strengths which define the way they think, learn and interact in the world. Gardner believes that education can be improved by knowledge and application of these intelligences which address the individual nature of each student.</h3> 霍華德加德納，來自哈佛大學(xué)杰出的心理學(xué)家，他在1983年時提出了人類八項技能。在他看來，人類有各種技能。因為這些技能，決定了每個人在思維，學(xué)習(xí)以及接觸世界的方式上有所不同。通過對這些技能的了解與應(yīng)用，能夠折射出學(xué)生的本能，從而對教學(xué)有幫助。 In the afternoon, Patsy combined Gardner's theory of Multiple Intelligence and Bloom's six thinking levels, with the aim of stimulating individual potentials through various activities like songs, drawings or chants. 在下午，Patsy把加德納多元智能理論與布魯姆六層次認(rèn)知水平理論結(jié)合起來，旨在通過各種方式，如歌曲繪畫等來激發(fā)每個人的潛能。 Learning reflection 學(xué)習(xí)體會 Today we touched advanced western educational theories for the first time, which helped us understand teaching better. Difficult as it was to learn all the theories, we were willing to take on the new challenges. Keep it in mind that the harder we work, the more progress we'll make. 今天我們首次接觸到了西方先進(jìn)的教學(xué)理論，對我們的教學(xué)有很大的幫助。盡管于我們而言，很難理解全部的教學(xué)理論，但我們愿意接受新的挑戰(zhàn)。只有越努力，才能取得更大的進(jìn)步。 <p style="text-align: left;">圖片、編輯： 張培培 趙慧雯</p><p style="text-align: left;">文字：陳五娟</p><p style="text-align: left;">審核：趙熙僖 叢赟 施麗</p>
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