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WYmom

Sindy 寫道:
Dear ykwong,

thanks a lot, 咁我細女而家讀緊小一,即係唔關佢事囉,咁我唔駛煩咁多囉, thanks again

sindy

Sindy,
Is it really correct that your girl won't be affected as those EMI secondary schools will be reconfirmed by 2008 or 09, but your girl will join secondary schools only by 2010 if she is only P.1 now.

wetfoot

Matt'smum 寫道:
on the contrary, i have more 憂患 looking at the current system aiming at producing "exam machine" because of my first hand experience.

these young people grown up in the age of " spoon-feed". their mothers looked for past papers for them since P1 and gave them more paper works than playing times. when they enter the real world, they have little initiative to find their own path. in fact I become their "mother" telling them what to do.

can't you find these people around you? then you are very lucky.

Yes, Matt'smum, they are all around.

I am not saying that the children need more exam.; they need more time to THINK instead. Why "spoon-feed" them? If one bears the logic of "they need to stand with their own feet one day" in mind, he will stop doing so. Initiative has to be built up as early as P.1.

Yes, the system is far from satisfactory. We, as the parent, have to balance it within the reach of our hands and be optimistic. When your children have built up their own sound mind, they will try to do their part. So give time for thinking.

wetfoot

Matt'smum 寫道:
looking at your message, I believe you are an insider, perhaps in EMB

No way!

I just happen to have a computer in front of me.

WYmom

As said in the paper, EMB will no longer provide the adjusted rankings information to secondary schools for discretionary selection in phase 1.  They do this to avoid schools selecting students based on academics only.  If then, how can the secondary schools assess the applicants' performance objectively if based on their internal school reports only?  

Not sure if my understanding is correct.  Anyone knows?

TWMa

wetfoot:
我知道我們有不少看法是相同, 討論而已, 請勿介懷.
看完了你提供的資料了, 想問何謂 "現行的中一入學前測驗"?
有人可告訴我嗎?

TWMa

WYmom 寫道:
As said in the paper, EMB will no longer provide the adjusted rankings information to secondary schools for discretionary selection in phase 1.  They do this to avoid schools selecting students based on academics only.  If then, how can the secondary schools assess the applicants' performance objectively if based on their internal school reports only?  

Not sure if my understanding is correct.  Anyone knows?

之前有份報紙已引述一位校長所言--- 即使 EMB 不再提供資料, 中學也可根據該小學的 "程度" 及申請者出示的校內成績判斷.

Sindy

  

幫

cow

5. 研究顯示，母語教學的成效最佳。要有效地透過第二語言(對本港學生而言，即是英語)學習，學生必須具備良好的第一及第二語言基礎，並且有較強的學習動機和能力，才能克服語言的障礙，而學習動機和能力則往往反映於學生的整體學業成績。
Q. 要有效地透過第二語言(英語)學習，為何要具備良好的第一語言(粵語)基礎和有較強的學習動機?
我認為應該只看英文能力，具備良好的第一語言基礎當然更好。如甲學生的英文和中文分別拿A和E，乙學生拿B和C，丙學生拿C和A，那位學生較適合用英語學習呢?
cow話: 甲,乙,丙
EMB話: 丙,乙,甲(假設中英比重一樣)

20. 在初中以母語授課的中學，若在教師能力及支援措施方面，符合上述第12至16段[教師及學校]所述的要求，學校可因應學生的能力，在高中某些班級的部分科目轉用英語授課。

好!
跟據第17點所講，初中階段的教學語言採用學校(中中/英中)分流，而不採用校內分流，是因為後者有以下的問題:
(a) 基於社會對英語教學的觀念，學校英語授課班的數目可能被誤視為「好」學校的「指標」：全部班級採用英語授課的學校被誤視為第一等，然後根據英語授課班的數目或比例列為次等、三等、四等、五等…。結果校內分流反而對學校造成更嚴重的多重標籤效應。
(b) 學校可能為了維持吸引力而儘其所能開設英語授課班。此外，一些致力推動母語教學的中中，可能會因此承受很大的壓力，甚至為了順應市場力量，迫於無奈放棄其辦學理念而開設英語授課班。
(c) 在同一學校內把學生按英語或母語授課班分流，既會影響他們的自我形象，造成校內標籤壓力；在升讀中二或中三時，又可能面對「轉班」的困擾。
(d) 在教師方面，學校可能要求他們儘量先達致上述第12至13段[教師]的要求，以準備日後開設更多英語授課班。此外，教師需要同時編寫中、英文版本的教材和試卷，及設計不同的教學策略和配套措施，教師的壓力與工作量因而倍增。
Q:為何學校在初中採用校內分流會有以上的問題而在高中又不會有呢?

28. 工作小組認同混和能力教學的好處，及逐步邁向《改革建議》提出「沒有派位組別，不設調整機制」的長遠目標。
Q:混和能力教學的好處?
EMB:派位組別的標籤效應窒礙健康、平等的學習。改革縱或可以除去有形的標籤，但教育工作者也要除去無形的標籤 ， 在不同領域具備不同能力的學生不是教學上的障礙，一所學校或一個班別內存有不同能力的學生，其實是教學的資源。他們可以互補不足，符合多元智能發展的精神。因此，學校學習怎樣適應混和能力教學是當前的一大課題。