The Ministry of Education has spared no efforts to promote IT learning.
What is its main aim？ Is it to teach students how to learn the computer or is it meant to change the traditional method of teaching in order to match students' keen interest in computers？
Teaching students computer knowledge and skills is different from conducting class lessons through the use of computers. And schools are beginning to place emphasis on using computers to teach students.
There is no denying the fact that IT learning plays an important role as a new teaching tool in this era of technology. However, views differ on whether the schools can achieve their targets, as success depends largely on whether they can make use of computers effectively.
Let's take the subject of Chinese as an example and see what challenges the authorities face in their IT quest. At present, 20 per cent of lessons are conducted with the help of computers.
In other words, in a period of 10 weeks, a Chinese-language teacher must spend two weeks to teach the subject the high-tech way.
In implementing such a major policy as IT learning, the authorities should not neglect the fact that different teachers teaching different subjects have different demands, thus making it tough to see the policy through.
Some teachers may have already acquired basic computer knowledge, but under the not-so-flexible rules and regulations, they will be compelled to attend training courses with those who have zero knowledge about computers.
Another problem is that new teachers may be assigned to work in schools where IT learning has just started.
Hence, all teachers —— including the seniors who are very experienced in teaching, but who are suddenly at a loss when it comes to computers —— will have to start from scratch and will have to progress together.
Eventually, they will become frustrated and their teaching performance may be adversely affected. Based on this scenario, the cons seem to outweigh the pros.
The authorities have ascertained the proportion of each subject to be taught via computers in every school, and have instructed all schools to achieve this allocated target.
A hard-pressed teacher may load the daily teaching programme or the content of courses onto the computer just to chalk up the required time for IT learning and then conduct his lessons the traditional way.
Furthermore, he may leave school assignments to his students through the computer before class dismissal in a bid to “fulfil” his IT learning duties.
As far as the teaching of the Chinese language is concerned, do computer lessons really achieve the desired goals, that is, to raise the students' level of Chinese, pass on traditional values, et cetera？ I am not so sure.
（The writer is editor of Thumbs Up, a weekly Chinese-language newspaper for primary pupils. Translated by Huang Miao）
電腦教學(xué)的一些觀察
蔡深江
教育部不遺余力推行電腦教學(xué),到底是要教導(dǎo)學(xué)生掌握運(yùn)用電腦的知識(shí)和技巧,或者是要改變以往其實(shí)相當(dāng)有效的非電腦教學(xué)模式,順應(yīng)學(xué)生熱衷電腦的學(xué)習(xí)興趣？
教導(dǎo)孩子掌握運(yùn)用電腦的知識(shí)和技巧,與通過電腦教學(xué)是完全不同的兩個(gè)方向。目前學(xué)校全力以赴的,是希望達(dá)到*規(guī)定的運(yùn)用電腦教學(xué)比例,并且非常注重各科的電腦教學(xué)進(jìn)展。
無可否認(rèn),新科技時(shí)代的教育方式,電腦教學(xué)舉足輕重。可是,學(xué)校能否按規(guī)定完成目標(biāo),卻是一個(gè)見仁見智的問題,也往往得視運(yùn)用是否恰當(dāng)適宜而定。
從一些學(xué)校的學(xué)生連上體育課都不得不接觸電腦的做法,我們可以想像這個(gè)政策在執(zhí)行的過程,產(chǎn)生的誤差。
以華文科來窺電腦教學(xué)的全貌,就可以感受*的用心與困擾。目前一般的電腦教學(xué)比例是百分之二十,也就是說,一個(gè)學(xué)段十個(gè)星期中,必須有兩個(gè)星期的華文課要通過電腦教學(xué)。
且不論聽、說、讀、寫四個(gè)語言教學(xué)目標(biāo)是不是都可以完全通過電腦教學(xué)取代,單是筆試、口試、聽力測(cè)試等規(guī)定的考查項(xiàng)目,目前都沒有運(yùn)用電腦測(cè)試的事實(shí),假設(shè)你是華文老師,你會(huì)如何分配教學(xué)的時(shí)間？
電腦教學(xué)的推行還涉及許多材料的準(zhǔn)備和消化的過程,語文老師除了一般性的事務(wù),還必須接受訓(xùn)練、制作電腦教材、尋找材料等工作,在電腦科技成為主流并且風(fēng)起云涌之際,老師要如何保持心態(tài)平衡,需要的各方面技術(shù)。
*在推行像電腦教學(xué)這么一個(gè)重大的政策時(shí),難免會(huì)顧此失彼,忽略了不同科目不同老師的不同要求,更使過程坎坷。有些老師可能已經(jīng)掌握了某些基本電腦知識(shí),卻礙于不夠靈活的規(guī)定,又得和沒有基礎(chǔ)的老師一起接受訓(xùn)練。
在龐大的運(yùn)作體制下,通常很難顧及個(gè)別老師的特殊情況。新老師可能被分派到電腦教學(xué)剛剛啟步的學(xué)校,大家必須從頭學(xué)起,一齊開步走；資深的老師空有豐富的教學(xué)經(jīng)驗(yàn),在運(yùn)用電腦教學(xué)的大前提下,卻突然無法施展,不但士氣受挫,也可能影響教學(xué)表現(xiàn),得不償失。
*很理想的規(guī)定了每一所學(xué)校每一個(gè)科目必須利用電腦科技教學(xué)的百分比,要校方按理想前進(jìn)。學(xué)校里則由下往上逐一呈報(bào)用電腦教學(xué)的時(shí)數(shù)。
一些學(xué)校逼得緊了,極端的情況是老師一進(jìn)課室就將當(dāng)天要教的內(nèi)容大綱通過電腦投射出來,然后進(jìn)行本來就不需要運(yùn)用電腦的教學(xué)活動(dòng)和過程,下課前再通過電腦交待作業(yè),名正言順配合電腦上課,而且是從頭到尾充分利用,填寫教學(xué)記錄時(shí)也心安理得。不老實(shí)的則自欺欺人,反正大家關(guān)心的好像是數(shù)據(jù)多于成效。
到底運(yùn)用電腦教學(xué)對(duì)華文的學(xué)習(xí)、學(xué)生華文程度的提升、傳統(tǒng)價(jià)值的傳承等方面,是不是達(dá)到了預(yù)期的成果？
對(duì)體制的嘲笑,臺(tái)灣“表演工作坊”當(dāng)年的經(jīng)典是《那一夜我們說相聲》里對(duì)增產(chǎn)報(bào)國的描寫。
上層要了解農(nóng)村的生產(chǎn)情況,派了一個(gè)瞎眼的干部驗(yàn)收成果,農(nóng)村里的人排成一列,用同一只母雞輪著往下遞,干部逐一用手撫摸點(diǎn)算,不知道摸的是同一只母雞,于是大家心滿意足。
在大力推行電腦資訊科技的同時(shí),希望我們睜開眼睛的時(shí)候,看到的是美好真實(shí)的成果。
。作者是學(xué)生報(bào)紙
What is its main aim？ Is it to teach students how to learn the computer or is it meant to change the traditional method of teaching in order to match students' keen interest in computers？
Teaching students computer knowledge and skills is different from conducting class lessons through the use of computers. And schools are beginning to place emphasis on using computers to teach students.
There is no denying the fact that IT learning plays an important role as a new teaching tool in this era of technology. However, views differ on whether the schools can achieve their targets, as success depends largely on whether they can make use of computers effectively.
Let's take the subject of Chinese as an example and see what challenges the authorities face in their IT quest. At present, 20 per cent of lessons are conducted with the help of computers.
In other words, in a period of 10 weeks, a Chinese-language teacher must spend two weeks to teach the subject the high-tech way.
In implementing such a major policy as IT learning, the authorities should not neglect the fact that different teachers teaching different subjects have different demands, thus making it tough to see the policy through.
Some teachers may have already acquired basic computer knowledge, but under the not-so-flexible rules and regulations, they will be compelled to attend training courses with those who have zero knowledge about computers.
Another problem is that new teachers may be assigned to work in schools where IT learning has just started.
Hence, all teachers —— including the seniors who are very experienced in teaching, but who are suddenly at a loss when it comes to computers —— will have to start from scratch and will have to progress together.
Eventually, they will become frustrated and their teaching performance may be adversely affected. Based on this scenario, the cons seem to outweigh the pros.
The authorities have ascertained the proportion of each subject to be taught via computers in every school, and have instructed all schools to achieve this allocated target.
A hard-pressed teacher may load the daily teaching programme or the content of courses onto the computer just to chalk up the required time for IT learning and then conduct his lessons the traditional way.
Furthermore, he may leave school assignments to his students through the computer before class dismissal in a bid to “fulfil” his IT learning duties.
As far as the teaching of the Chinese language is concerned, do computer lessons really achieve the desired goals, that is, to raise the students' level of Chinese, pass on traditional values, et cetera？ I am not so sure.
（The writer is editor of Thumbs Up, a weekly Chinese-language newspaper for primary pupils. Translated by Huang Miao）
電腦教學(xué)的一些觀察
蔡深江
教育部不遺余力推行電腦教學(xué),到底是要教導(dǎo)學(xué)生掌握運(yùn)用電腦的知識(shí)和技巧,或者是要改變以往其實(shí)相當(dāng)有效的非電腦教學(xué)模式,順應(yīng)學(xué)生熱衷電腦的學(xué)習(xí)興趣？
教導(dǎo)孩子掌握運(yùn)用電腦的知識(shí)和技巧,與通過電腦教學(xué)是完全不同的兩個(gè)方向。目前學(xué)校全力以赴的,是希望達(dá)到*規(guī)定的運(yùn)用電腦教學(xué)比例,并且非常注重各科的電腦教學(xué)進(jìn)展。
無可否認(rèn),新科技時(shí)代的教育方式,電腦教學(xué)舉足輕重。可是,學(xué)校能否按規(guī)定完成目標(biāo),卻是一個(gè)見仁見智的問題,也往往得視運(yùn)用是否恰當(dāng)適宜而定。
從一些學(xué)校的學(xué)生連上體育課都不得不接觸電腦的做法,我們可以想像這個(gè)政策在執(zhí)行的過程,產(chǎn)生的誤差。
以華文科來窺電腦教學(xué)的全貌,就可以感受*的用心與困擾。目前一般的電腦教學(xué)比例是百分之二十,也就是說,一個(gè)學(xué)段十個(gè)星期中,必須有兩個(gè)星期的華文課要通過電腦教學(xué)。
且不論聽、說、讀、寫四個(gè)語言教學(xué)目標(biāo)是不是都可以完全通過電腦教學(xué)取代,單是筆試、口試、聽力測(cè)試等規(guī)定的考查項(xiàng)目,目前都沒有運(yùn)用電腦測(cè)試的事實(shí),假設(shè)你是華文老師,你會(huì)如何分配教學(xué)的時(shí)間？
電腦教學(xué)的推行還涉及許多材料的準(zhǔn)備和消化的過程,語文老師除了一般性的事務(wù),還必須接受訓(xùn)練、制作電腦教材、尋找材料等工作,在電腦科技成為主流并且風(fēng)起云涌之際,老師要如何保持心態(tài)平衡,需要的各方面技術(shù)。
*在推行像電腦教學(xué)這么一個(gè)重大的政策時(shí),難免會(huì)顧此失彼,忽略了不同科目不同老師的不同要求,更使過程坎坷。有些老師可能已經(jīng)掌握了某些基本電腦知識(shí),卻礙于不夠靈活的規(guī)定,又得和沒有基礎(chǔ)的老師一起接受訓(xùn)練。
在龐大的運(yùn)作體制下,通常很難顧及個(gè)別老師的特殊情況。新老師可能被分派到電腦教學(xué)剛剛啟步的學(xué)校,大家必須從頭學(xué)起,一齊開步走；資深的老師空有豐富的教學(xué)經(jīng)驗(yàn),在運(yùn)用電腦教學(xué)的大前提下,卻突然無法施展,不但士氣受挫,也可能影響教學(xué)表現(xiàn),得不償失。
*很理想的規(guī)定了每一所學(xué)校每一個(gè)科目必須利用電腦科技教學(xué)的百分比,要校方按理想前進(jìn)。學(xué)校里則由下往上逐一呈報(bào)用電腦教學(xué)的時(shí)數(shù)。
一些學(xué)校逼得緊了,極端的情況是老師一進(jìn)課室就將當(dāng)天要教的內(nèi)容大綱通過電腦投射出來,然后進(jìn)行本來就不需要運(yùn)用電腦的教學(xué)活動(dòng)和過程,下課前再通過電腦交待作業(yè),名正言順配合電腦上課,而且是從頭到尾充分利用,填寫教學(xué)記錄時(shí)也心安理得。不老實(shí)的則自欺欺人,反正大家關(guān)心的好像是數(shù)據(jù)多于成效。
到底運(yùn)用電腦教學(xué)對(duì)華文的學(xué)習(xí)、學(xué)生華文程度的提升、傳統(tǒng)價(jià)值的傳承等方面,是不是達(dá)到了預(yù)期的成果？
對(duì)體制的嘲笑,臺(tái)灣“表演工作坊”當(dāng)年的經(jīng)典是《那一夜我們說相聲》里對(duì)增產(chǎn)報(bào)國的描寫。
上層要了解農(nóng)村的生產(chǎn)情況,派了一個(gè)瞎眼的干部驗(yàn)收成果,農(nóng)村里的人排成一列,用同一只母雞輪著往下遞,干部逐一用手撫摸點(diǎn)算,不知道摸的是同一只母雞,于是大家心滿意足。
在大力推行電腦資訊科技的同時(shí),希望我們睜開眼睛的時(shí)候,看到的是美好真實(shí)的成果。
。作者是學(xué)生報(bào)紙