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技高觀課
技高觀課
普高觀課
普高觀課
高雄女中觀課-SDGs
你吃的蛋其實涉及動物平權的議題，像是雞住幾坪、活著的時候怎麼被對待；當國人肉類攝取量已經超過主食攝取量時，我們吃的肉在生前受到什麼對待，延伸到人類的生產及經濟活動與動物及環境產生衝突時，例如生態保育、原住民打獵等等、動物園存在的必要等等，人類如何做出平衡的決定，決定後我們應該如何反思永續的概念。
在議題探究課程裡，學生站什麼立場、依據什麼理論或科學數據、如何連結生活並反思永續概念與我有什麼關係。從議題出發、讓學生探究，但是重要的是態度，課程最後老師引導學生「惻隱之心」，讓學生反思生命的意義。
鼓山高中觀課-自然探究實作
1. 學期一開始不直接進入探究實作的理論與長篇大論的講授，而是透過康乃爾筆記（紅燒魚影片）、科學文本閱讀（運動都白做了）、主客觀陳述（文學木棉花vs科學木棉花）、變因分析（心率測量）等等教學單元帶領學生認識並練習探究實作。考量學生的多元學習樣態與速度，以學習為主的精神，在上學期做此安排協助打底，教學過程中，因應學習狀況，機動調整學習進度。
2. 老師願意這樣做很令人佩服，因為老師要耐住性子不教快、「多等待」，在實際操作上很困難，但是如果考量學生怎麼學會有效果，又能改變學生對科學的態度，這樣的安排就是一個適合老師和學生，又有效果的安排。
前鎮高中觀課-地科調查隊
劉老師以（血）鑽石帶來的爭端開啟課程，例如戰爭、資源、經濟、剝削，讓學生思考鑽石背後的議題，帶入鑽石結構與鑑定都基礎知識，再安排觀察八心八箭（邱比特式車工）的實作讓學生拍照、繪製八心八箭，依照學習單讓學生自主探究學習，例如鑽石如何來到地表、鑽石與黃金昂貴或便宜的科學理由，再引導鼓勵學生利用學習單探究內容發展成小論文。
雄中/雄女觀課(全英)
Students don't necessarily lack a class on grammar and vocabulary translation, but they greatly need teachers to conduct classes mostly in English so that in the classroom they can put what they learned from the textbook into practice. English teachers in Kaohsiung have recognized and responded to students' needs. Teachers 林○呈(雄中) and 陳○薇(雄女) conduct their English mostly in English, with the teacher first demonstrating by speaking English, achieving listening, speaking, reading and writing in course materials and teaching activities, applying multi-modal methods (such as videos, body language, language etc.), with a dual focus on students' learning during the teaching process, and more importantly, teachers cultivate students' “attitude” and “motivation” to use English, because in the classroom they “create an environment for using English” where students naturally feel the need to “use English.”
鳳山高中觀課(全英)
The class began with a brief warm-up activity where the teacher (羅○宏) reviewed the 4 countries that were discussed last week. This was followed by an introduction of the 3 objectives for the day's lesson. The goal for the students was to learn about the cause and effect relationship of climate change - not just learning but practicing using English in authentic contexts.
After providing task instructions, the teacher would repeat the instructions and check for comprehension. If students were unable to answer, the teacher would provide hints and encouragement. Once the students understood the causes and effects, they returned to their groups to explain the concepts to their group members while others listened and took notes to complete their handouts.
三民家商觀課-觀光餐旅(雙語)
In this class, students using tablets for discussion and responding to questions and teacher conducting bilingual instruction and Q&A have become as natural as breathing. Teacher 何○朱 first introduced the video, accompanied by key questions to focus and engage the students on the core of the classroom; students in groups responded to questions through tablets, and the teacher used "likes" to gently guide students to respond in English; immediately after, games like "bingo" and "pass the parcel" led students to repeatedly apply vocabulary and sentence patterns. The teacher successfully combined both content and bilingual aspects in this CLIL course.
三民家商觀課-觀光餐旅(雙語)
Teacher 方○君's class topic was "English Afternoon Tea," which looked lighthearted but actually had great professional depth, involving English ability and cultural background. In this class, one could see the teacher confidently using English to happily and friendly demonstrate to students how to use English to learn professional knowledge, combining teaching strategies of "repetition, listening, echo reading" along with multimodal instruction such as "body language, pictures, learning sheets, clear and appropriately paced oral expression." The teacher designed varied activities such as multiple choice, role plays, running dictation, and bingo to allow students to effortlessly but realistically utilize both languages for the purpose of communication and learning.
文山高中觀課-音樂(雙語)
Teacher 陳○庭's music class used fluid, authentic sentences in both languages to lead students to enjoy the essence and beauty of music. Although the process was almost entirely in English, the genuine interaction and learning of disciplinary content between the teacher and students really existed.
⚡️Content knowledge: musical vs opera, different singing styles matching characters' personalities (legit, belting, character), the four major musicals (Cats, Les Mis, The Phantom of the Opera, Miss Saigon)
⚡️Timing for language switches: when technical terms appear for the first time, when students' expressions show confusion, when concepts are more complex
⚡️Bilingual teaching strategies to help students learn: paying attention to students' learning conditions, repeating task instructions and emphasizing key pronunciation of words, multimodal presentation of materials (audiovisual, body language, eye contact, speech rate, volume, space utilization, worksheets)
⚡️Students' language output: self-determined
Specialized knowledge, English materials, immersive learning - all occurred simultaneously.
三民高中觀課-AI機器人(雙語)
At Sanmin High School, an easy approach can be seen - "Let teachers speak the English they feel confident in, and present both languages in slide format". This allows for good preparation before class, smooth operation during class, and easy adjustment afterwards. Each time accumulating valuable bilingual experience.
This elective bilingual class on AI robots was taught by 黃○晃主任. Director Huang applied simple multimodality (language, pictures, sounds, body language) as well as continual teacher-student interaction. It incorporated lectures, Chinese, English, hands-on activities, and reflection. The steps were clear and simple, but one could see Director Huang's profound expertise. The teaching process continually observed students' expressions, actions, peer interactions, and guided students to "observe, think" and dynamically correct errors in the robot.
Whether bilingual education is effective can be seen through students' reactions. Students would immediately start working upon instructions and could also answer teacher questions. Class arrangements were quite smooth.
三民高中觀課-半導體(雙語)
This class covered semiconductor theoretical expertise, hands-on IC design practices, simulated scenarios where students took on roles of design engineers and process designers, as well as bilingual Chinese-English terminology and sentences. I saw how this class skillfully trained students in problem solving, critical thinking, analysis, communication & collaboration, observation, trial-and-error, and creativity. Importantly, 謝○翔組長 enabled in-person students from Sanmin High School as well as online students from 竹崎高中以及永仁高中 to not only attend class together, but also work collaboratively on IC design across schools.
新莊高中觀課-健康與護理(雙語，中師外師協同)
If the bilingual education model you envision involves collaboration between the local and foreign teacher, then you can take a look at this example.
Sometimes classroom roles and responsibilities are unclear between the local and foreign teacher, and they don't fully understand each other's objectives. Sometimes you only see one teacher lecturing while the other manages classroom order and assists some students with comprehension or behavior issues. Sometimes the foreign teacher is only responsible for small group discussions but isn't very familiar with the content.
In this health and care class, teachers 蔡○雅 and Danny were able to seamlessly intersperse teaching from the same slide or same teaching material through eye contact and tacit understanding. Both teachers understood the content, and supplemented each other anytime. It gave me the feeling that there were actually two health/care teachers in the classroom, teaching bilingually simultaneously.
The key to success was that the two teachers invested time in jointly discussing the course content before they entered the classroom.
新莊高中觀課-音樂(雙語，中師外師協同)
This bilingual music class showed attending teachers that for instruction to be effective, teachers must constantly observe students' reactions. With this "habit", it would be easier for students to generate "meaningful learning".
Teacher 程○彤's English speech was fluent and her pronunciation was quite clear, and her eyes were often on the students. It was clear the students were engaged. Foreign teacher Danny supplemented appropriately by occasionally asking questions or creating interactions for comprehension checks. If students didn't answer after being asked, he absolutely wouldn't criticize students for lack of response but would rephrase the question using different vocabulary, speech rate, body language, pictures, etc. Once students understood, confidence came, and bilingual teaching was effective.
新莊高中觀課-專題製作(雙語，中師外師協同)
This bilingual experimental class arranged for students to deliver presentations on selected topics. It was obvious that teachers and students put great effort into preparing the content and English expression. For example, students could confidently discuss their presentations without looking at notes. Teacher 陳○君 taught and hosted in English, along with questions and commentary from foreign teacher Danny. Although it looked casual, the content was actually quite challenging, covering user interface design, virtual characters, and chatbots.
鼓山高中觀課-多元選修(雙語，中師外師協同)
This elective course taught collaboratively by a local teacher and a foreign teacher was led by physics teacher 郭○蘭 and teacher Ryan. The topic was Olympic gold medals. The purpose was to guide students to start brainstorming from a topic in everyday life - Olympic gold medals. They learned how much gold is in a medal and then the teachers guided students to understand the mining and refining process in the past from a physics perspective, and how much pollution was generated. Teacher Guo used mainly Chinese and some English to help students understand the concepts, while the foreign teacher used simple sentence structures and effective strategies to help students produce English sentences to express their ideas.
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