CPT between subject teachers and the teacher librarian in a HK primary school to equip students with...

圖書館主任與科任老師的協作教學香港五邑工商總會學校

學務主任：梁月霞Collaborative Planned Teaching (CPT)

between Subject Teachers and the Teacher Librarian

in a Hong Kong Primary School to equip

students with information literacy skill by Angel Leung Yuet Ha

Director of Academic Affairs

Five Districts Business Welfare Association

Primary School

Hong Kong

International Association of School

Librarianship (IASL)

East Asia Regional Director

2

世界不停地在轉變

The world is always changing

3

轉變是永恒的 Change is natural• 汽車生産商不會生産過多的零、部件 Manufacturers of vehicles are clever not to produce too many parts

of a particular vehicle model because it will soon be taken over by newer ones

• 湖南的三個小山丘五年間被移平 A friend of mine went to study abroad for five years. When she

returned to Hunan, her hometown in China, three nearby small hills disappeared. Buildings have taken their place

• 創造力引領轉變 , 例：香港的“ Road Show” Creativity dominates and leads the change.

4

世界轉變的速度一日千里The world is changing so fast that

老師學會了整套知識，再傳授給學生時己被更新，例：八大行星

by the time teachers have memorized all they have learned and then pass onto students, it becomes outdated

• 不斷被更新的知識，記載於不同的載體中，成爲資訊

The knowledge being updated is recorded as information in various media

• 資訊素養技能 – 終身自學 ( 包括老師及學生 ) -- 運用資訊解難的能力，是生存必備之技能

information literacy skill -- lifelong independent learning skill for both teachers and students, informed problem solving skill, becomes a survival skill

5

教育的角色是讓每個人都能終身學習和建構知識

The role of education is to equip students with the skill to learn independently and to construct their own knowledge

6

liver

throat

mouth

the (o)esophagus

stomach

duodenumthe pancreas

the large bowelsmall intestines

the anus

知識knowledge

知識可以一手交一手的嗎？Can knowledge be handed over from one to another?

“Resource-based learning is a methodology that allows students to learn from their own confrontation with information resources.” (Australian School Library Association & Australian Library and Information Association, Learning for the Future, 1993, p.3)

Learn from confrontation with resources

. 設定需要解決的難題

人進食後 , 食物會經過哪些器官 ?

産生什麽變化 ? 結果怎樣 ?

建構知識的六大步驟Big6 Information Skills

Identify information need What happens to the food we eat?




爲解決該難題而搜尋有關資訊

運用圖書館的基本技能搜尋介紹胃的位置、功能的資訊、

胃的模型等



Information Seeking Strategies about the stomach, digestive system






胃的模型等

閱讀、分析、

選取有關資訊

從衆多資訊中選取文字描述

適合個人閱讀能力的、胃的圖像等




Location and access read, analysis, select relevant information




爲解決該難題而整理有關資訊製作資料冊、

撰寫報告



胃的模型等

閱讀、分析、

選取有關資訊







Use of information Extract relevant information to solve the problem




運用資訊解難口頭彙報、

壁報板設計等


撰寫報告



胃的模型等

閱讀、分析、

選取有關資訊








SynthesisPresent the information





壁報板設計等

評估上述過程爲解決類似難題時

提供參考經驗


撰寫報告



胃的模型等

閱讀、分析、

選取有關資訊









EvaluationJudge the efficiency

資訊技巧表

Information SkillContinuum

http://www.neutralbay-p.schools.nsw.edu.au/library/infocont.doc

課程綱要中的資訊技巧項目 Information Skills

in Syllabus

http://www.neutralbay-p.schools.nsw.edu.au/library/infoeng1.doc


如何評估？How to assess?

什麽時候教？When to teach?

誰教？Who teaches?

怎樣教？How to teach?

獨立地自成一科 ?Is it one of the

many subjects?

爲什麽要學 ?

Why do I have to learn ?

課程綱要中的資訊技巧項目 Information Skills

in Syllabus



26

Timetable 2006 班別：6A 班主任 Class teacher: Mary Lee 關老師

教節時間星期一 Mon

星期二 Tue

星期三 Wed

星期四 Thur

星期五 Fri

8:15- 8:25

早讀早讀早讀

8:25- 8:45

班務

早會

班務班務

早會

1 8:45- 9:20

音 Music

湯體 PE

煜資 IT

金體 PE

煜英 Eng

月

2 9:20- 9:55

數 Maths

湯數 Maths

湯音 Music

湯常 GS

金英 Eng

月

3 9:55- 10:30

圖 Lib

月普 PTH

劉中 Chi

金數 Maths

湯數 Maths

湯

10:30- 10:50

小息

4 10:50- 11:25

常 GS

金英 Eng

月中 Chi

金中 Chi

金視 Arts

金

5 11:25- 12:00

普 PTH

劉常 GS

金英 Eng

月數 Maths

湯視 Arts

金

6 12:00- 12:35

常 GS

金英 Eng

月數 Maths

湯中 Chi

金視 Arts

金

12:35- 1:10

午膳

1:10- 1:35

午會

7 1:35- 2:10

中 Chi

金中 Chi

金常 GS

金英 Eng

月常 GS

金

8 2:10- 2:45

中 Chi

金中 Chi

金英 Eng

月中 Chi

金

導修 2:45- 3:25

2:10-2:30

導修課

2:30-3:25

課外活動

科任老師 Subject teachers:

中文 Chi：李金枝

英文 Eng：梁月霞

數學 Maths：湯佩儀

常識 General Studies：

李金枝

視藝 Arts：李金枝

音樂 Music：湯佩儀

體育 PE：梁煜明

普通話 PTH：劉秀慧

資訊科技 IT：李金枝

27

Traditional Timetable for Teacher Librarian 圖書館主任上課時間表

教節時間星期一 Mon

星期二 Tue

星期三 Wed

星期四 Thur

星期五 Fri

8:15- 8:25

早讀早讀早讀

8:25- 8:45

班務

早會

班務班務

早會

1 8:45- 9:20

圖 Lib

4A

圖 Lib 3A

圖 Lib 2A

2 9:20- 9:55

中 Chi

6A 中 Chi

6A

中 Chi 6A

3 9:55- 10:30

中 Chi

6A

中 Chi 6A

中 Chi 6A

10:30- 10:50

小息 Recess

4 10:50- 11:25

圖 Lib

6A

5 11:25- 12:00

圖 Lib 5A

中 Chi 6A

6 12:00- 12:35

中 Chi 6A

中 Chi 6A

12:35- 1:10

午膳 Lunch

1:10- 1:35

午會 Lunch Break

7 1:35- 2:10

圖 Lib 3B

8 2:10- 2:45

圖 Lib 2B

導修 2:45- 3:25

中 Chi 6A

2:10-2:30

導修課 2:30-3:25 課外活動

中文： Chinese Language 6A-10

圖書課: Library Lessons 2A-1 2B-1 3A-1 3B-1 4A-1 5A-1 6A-1





壁報板設計等

評估上述過程爲解決類似難題時

提供參考經驗


撰寫報告



胃的模型等

閱讀、分析、

選取有關資訊









EvaluationJudge the efficiency

Lessons, activities, assignments on units of study will be planned co-operatively by the teacher and library staff by first checking to see the extent of relevant resources in the library. (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18)

修訂“運用圖書館的基本技能訓練”

本校初試圖書課與中文廣泛閱讀計劃及常識科結合 , 把所有廣閱書籍遷往圖書館

共同備課

Free-flow to and from the library Resource-based learning facilitates a

constructivist approach to learning; it facilitates student engagement and active learning. It also provides the appropriate classroom structures to facilitate free-flow to and from the library resource center; children are engaged in active work and the classroom tends not to be teacher-centered.(Carol-Ann Page, p.226 Chapter 24 Developing the School Resource Center Program: A Developing Approach)

Not artificially enforced library lesson, not isolated skill, need based.

The library really will become part of resource-based learning in our school instead of an artificially enforced obligation.

Classes can be scheduled when the need arises instead of when a “library lesson” was set down.

Library and other research and reading skills will no longer be isolated experiences but will be learnt in subject context. (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18)

本校初試靈活圖書課時間表

What a school thinks about its resource centre is a measure of what it feels about education.(Fischer, Resource-based teaching and

learning through co-operative planning and teaching 2000, p.60)

葛量洪校友會將軍澳學校 Flexible Library Timetable Week 9 第九週(23/10 至 27/10) Library and Resources booking

圖書館及/或資源預約表 (請於 10 月 13 日前在該節內填寫班別, 教學重點及需要圖書館主任準備之資源)

教節時間星期一 Monday 星期二 Tuesday 星期三 Wednesday 星期四 Thursday 星期五 Friday 8:15-8:40 班務

1 8:40-9:15 5C 中文 Chinese

成語故事書 28 本 28 books about Chinese Idioms

9:15-9:50 3A 常識 GS

認識自己的社區 Our Community

3 9:50-10:25 2A (32 人) 常識

魚類、昆蟲、哺乳類、鳥類 Fish, Insects, Mammals, Birds

10:25-10:45 小息 Recess 4 10:45-11:20 6E(29 pupils)

English Extensive Reading Scheme

6B(35pupils) English Extensive Reading Scheme

3B(33pupils) English Extensive Reading Scheme

6B (35 人) Chinese Language

甲骨文 inscriptions on bones or tortoise shells

5 11:20-11:55 4B(23pupils) English Extensive Reading Scheme

6 11:55-12:30 5B(35pupils) English Extensive Reading Scheme

12:30-1:30 午膳及午會 Lunch and Lunch Break 7 1:30-2:05 1A 常識 GS

認識學校工作人員 Different Jobs in Our School

8 2:05-2:40 4C 中文 Chinese Language

字典弟弟和詞典哥哥Using dictionaries

Flexible timetable format

Individual students will be able to seek immediate answers to problems which crop up in the classroom. Teachers can share unit activities and resources more effectively and thus save doubling-up on preparation and time. (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18)

35

Flexible Library Timetable – Library and Resources Booking Week 10 第十週(30/10 至 3/11)

圖書館及/或資源預約表 (請於 10 月 27 日前在該節內填寫班別, 教學重點及需要圖書館主任準備之資源)

教節時間星期一 Mon 星期二 Tue 星期三 Wed 星期四 Thur 星期五 Fri

8:15-8:40 班務

1 8:40-9:15 3A 中文 Chinese Language

講述故事，說話有條理、包括? 事四要素圖書約 40 本

2B 常識牙齦出血了

牙? 保健及蔬果類書籍

共 31 本

2 9:15-9:50 6C 常識 GS 日蝕、月蝕書籍、網址 Books, websites about Moon, Solar Eclipse

3 9:50-10:25 3B 中文 Chinese

承接 3A 的圖書 Same as 3A

4A English

英文單字的排列

字典 16 本 Same as 4D

10:25-10:45 Recess 小息

4 10:45-11:20 4D 英文 English

英文單字的排列, 字典 16 本 Sequencing Single Words, 16 Dictionaries

6A 常識 GS

承接 6C 的圖書、網址 Same as 6C

5 11:20-11:55 2A 常識 GS

牙齦出血了 Gum Bleeding

維他命 C 有助牙齦的健康、水果及蔬菜圖書]約 34 34 Books about healthy gum

6 11:55-12:30 4C English



12:30-1:30 Lunch Break 午膳及午會

7 1:30-2:05 6B 常識 GS

承接 6C 的圖書、網址 Same as 6C

4B English



8 2:05-2:40

Plan, teach and evaluate

Provide expertise of the subject knowledgeSet learning objectivesProvide the knowledge of students’ attitude, ability, interest and learning needsGuide students along the learning activitiesCater for individual learning differencesGuide individual studentsHelp students solve learning difficultiesMark students’ assignmentsAssess students’ learning performancesAssess the information and resources for learning and the effectiveness of the learning activities

Manage the resources in the school libraryResponsible for the expertise of library skillsPrepare before hand from the collection the information or bibliographies of books relevant to the topic and reading level of classroom learningSet the learning targets of information skills for all levels to be taught to teachers and students during CPT lessons so that these skill are not isolated from the curriculumThrough CPT with the subject teachers, understand the the curriculum need, provide the information of the various resources that support teaching and learning to facilitate Resource Based LearningCater for individual differenceHelp individual students to solve learning difficultiesAssess the students’ learning performancesAssess the effectiveness of the learning information, resources and activities for the collection development, provides consultation experiences and resources for teachers teaching the same topic to facilitate co-planning among teachers

37

協作教學中科任老師的角色Roles of Subjects Teachers in CPT

• 對課題的專業知識• 擬訂學習目標• 提供學生的性向、能力、

興趣及學習所需等詳情• 帶動學生進行活動• 照顧學習差異• 個別指導學生• 幫助學生解決學習上的難

題• 批改作業• 評估學生的學習表現• 評估學習資訊、資源及學

習活動的效能

Provide expertise of the subject knowledge

Set learning objectives Provide the knowledge of students’

attitude, ability, interest and learning needs

Guide students along the learning activities

Cater for individual learning differences Guide individual students Help students solve learning difficulties Mark students’ assignments Assess students’ learning performances Assess the information and resources for

learning and the effectiveness of the learning activities

38

協作教學中圖書館主任的角色Roles of theTeacher Librarian in CPT

• 管理學校圖書館資源• 掌握圖書技巧的專業知識• 預先準備館藏中設合課題、設

合學生閱讀程度及活動所需的書目或資料

• 爲各級訂定資訊技巧學習目標，於協作教學中爲老師及學生提供訓練，使資訊技巧的學習不致脫離學科

• 透過與科任老師協作教學，瞭解課程的需要，主動向老師及學生提供多元化的、支持學與教的館藏資料，促成資源爲本學習

• 照顧學習差異• 個別指導學生• 幫助學生解決學習上的難題• 評估學生的學習表現• 評估學習資訊、資源及學習活

動的效能，為館藏發展提供方向。爲教授同一課題的其他老師提供參考經驗和資源，使共同備課更有效率

•Manage the resources in the school library

•Responsible for the expertise of library skills

•Prepare before hand from the collection the information or bibliographies of books relevant to the topic and reading level of classroom learning

•Set the learning targets of information skills for all levels to be taught to teachers and students during CPT lessons so that these skill are not isolated from the curriculum

•Through CPT with the subject teachers, understand the the curriculum need, provide the information of the various resources that support teaching and learning to facilitate Resource Based Learning

•Cater for individual difference

•Help individual students to solve learning difficulties

•Assess the students’ learning performances

•Assess the effectiveness of the learning information, resources and activities for the collection development, provides consultation experiences and resources for teachers teaching the same topic to facilitate co-planning among teachers

P.2 動物的分類課堂活動

Lesson 1:Divide the class into 4 groups. Each check out books from the library about mammals, fish, insects and birds respectively. Students are asked to find out from the books the names, characteristics and external features of each type of animals to be reported in groups at the following lesson.

第一教節 : 全班分四組 , 分別借閱鳥類、魚類、哺乳類、昆蟲書籍 , 著其於下一教節說出書中動物名稱、外形、特徵

Lesson 2: groups take turns to report. The group with the most names, characteristics and external features about the type of animals they reported, with the best performance is awarded.

第二教分四組比賽 , 說出最多動物名稱、外形、特徵的組別將獲

獎

General Studies P.2 Classification of animals

常識二上動物的分類

P.2 動物的分類

P.2 動物的分類課文

P.2 動物的分類 – 閱讀活動

P.3 我們的社區 Our Community

Park School

Amusement Park Swimming pool

Police station Library

Post office Supermarket

P.3 “ 我們的社區”建議活動

The main street of the district is ___________of our school. It is _________metres away. _____________is east of our school. _________is west of our school. _____________is north of our school. ________is south of our school

P.3 “ 我們的社區”課堂活動資源

P.3 “ 我們的社區”課堂活動資源內文

CPT between subject teachers and the teacher librarian in a HK primary school to equip students with...

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