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回復 2# stccmc 的帖子
Dictation works well for some kids, even the dictation have no meanings at all, e.g. only words, or even difficult words, a challenge for some kids with really excellent spelling competencies, good foundation of phonics.
However, not all kids engage well with phonics (personally I hate phonic myself when I grew up), not all kids feel interest to challenge difficult words (some do, I know).
So, dictation should be designed with meaningful ways. For example, dictation on beautiful poem, simple, managable, meaningful to kids, up to their cognitive levels. Chinese pomes, some English children's poems, that will be fun and meaningful.
I know some people motivate for memorizing articles or writings from Eng. Lit., good for some kids, but also pain for some other kids.
If you kid is ok, can push them for more, if your kid is not ok (at that moment only), just wait and find someother ways to cope, don't compare on how many words we have every day for kids, that's meaningless for the kid's learning.
The only answer you will find is to ask yourself, is the way meaningful to your kids' learning, if yes, go ahead, if not, stop it as soon as possible to avoid disasters.
Kids are different, parents are different, no definite answers.
This topic let me think of one small story in my secondary school years. One of my classmates memorize the whole oxford english dictationary during summer. We were surprised how she did it, and of course the English teacher was impressive on what she did such an excellent job! Turn out the HKCEE, she only get a grade below C for English. I did not understand why at that time, how this wonderful girl, hard working girl deserve this result. Now I understand more on that, I will never asked my kid to do any learning, which is meaningless to them.
It's not about numbers of words, it about does this make sense to your kid? if it is not making any sense, just drop it as soon as possible to find right ways of learning and teachings.
[ 本帖最後由 motherotk 於 11-10-12 18:13 編輯 ] |
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發表於 11-10-9 14:35
