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本帖最後由 Doray 於 15-12-17 21:57 編輯
1234ats 發表於 15-12-17 17:19
回覆 Doray 的帖子
你這篇文章網友iwatobi昨天已在另帖5樓轉載過。
以下是我剛才中午時對該文的回應:
對於教育我是著重考慮教導學生的方法與細節,很少關注教育制度,並不清楚TSA的前因後果,亦無興趣了解EDB與學校的恩怨瓜葛,至於是否TSA應該廢存其實我沒資格評論。
我不是贊成或反對TSA,不過就“TSA的事實與流言”一文我想講一下自己的看法。
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現實中家長看到的,卻是試卷愈來愈長,題目愈來愈深,無論中、英文卷的文章長度和難度比早年都不可同日而語。例如現在小三中文卷只有25分鐘,但要完成3份約共1500字的閱讀理解。
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分析過10至14年TSA卷,中文卷不存在越來越深,幾份卷最多不超過千四字,14年字數最少,約千一字左右。
數學卷從36題增加至38題,但內容深淺也是差不多,沒有越來越深趨勢。
英文卷我看過,但沒做詳細分析。
就中文數學兩份卷,學生要合格(60分)應該不難應付,不需要大量操練。
But the paper in Chinese of 2007 was only about 850 words. I am not accused of Maths as it won't be much different from the normal homework. However, for P3 students, many of them could not score good mostly due to careless mistakes, where drilling, of course is the most direct way to raise the "result" for Maths questions.
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又有專家說試卷「深得有道理」,因為TSA就是要把同學分高低。請教局公開清楚說明,什麼是「基本能力」,如何釐定,為何要不斷提高要求?既不是篩選試,為什麼要把同學分高低?
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我也反對初小學生分高低。但反過來說,如果學校和家長不重視分數,大可平常心面對TSA,不需要頻繁操練,反正要合格並不困難。
of course not the parent to focus on the result of TSA as the school supposes not to share the result to the parents who have no way to know the actual performance of their own kids.
It is the EDB and school board who focus the "result" of the TSA and exert the pressure on the Headmaster, in turn, to the teacher.
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我們不是專家,但我們所見,絕大部分「準備」TSA的方法都集中在操練應試技巧而不是提升「基本能力」!學校課程愈貼近TSA的要求,其實距離促進學習就愈遠。
不少家長都指出,TSA艱深而大量的考題,令到學校不得不以「題海戰術」來操練學生。例如中英文就被簡化為速讀與閱讀理解。有家長就曾撰文說,本來一篇很有意思的文章,但在TSA的魔咒之下,孩子甚至不會細看文章,只會先看問題再找答案。這種學習模式,對一些家庭環境支援不足的同學,傷害更大,因為他們根本沒有機會去培養閱讀習慣與興趣,只會機械式地一看到文章就找答案。
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不同意“學校不得不以題海戰術來操練學生”。
不覺得TSA題特別艱深。如果不追求高分,就算孩子速度不夠快,只完成較簡單部分,要合格也不難。
學生操練辛苦很多時候是因為坊間的TSA練習越來越深,
如何選擇練習內容是學校與家長的責任。
或者從另一角度看,大家分析一下每一份卷如果要拿60分是不是很困難,是否一定要狂操才可合格。
The average "達標 " rate is more than 70% to 80% after "drilling" across the school nowadays. If you were the Board member of the school and your school got only 50% "達標 " rate persistently , what do you think? If I am the Board, I will try to compare across the school in the same district and questioning the underlying reasons. For the first few years, I may ask the teacher to review the curriculum design. After a few years, I don't think the result could give much insight as the the junior primary curriculum did not change much over time and it won't have thousands of ways to teach the 2 digit division concepts. However, the cognition development of students varies much particularly in junior form. One concept is difficult to some students but another one is easy for them. However, giving such standard TSA, it forces the teacher to ensure everybody achieving same academic level at the same time. What can the teacher do in order to fulfill such expectation?
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