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初中英文科教學:如何在大班中兼顧差異

初中(中一至中三)英文科大班教學如何設置分層任務,兼顧能力稍遜與較強的學生,附現成分層教材參考。

初中英文科教學:如何在大班中兼顧差異

簡答:初中(中一至中三)英文班往往同時存在能力差距頗大的學生,單一份工作紙難以照顧所有人。實際可行的做法,是同一課節內設置分層任務——核心練習全班共做,延伸練習按能力自由選擇——而非為每個能力層級分別設計獨立課堂。

大班教學最常見的困難是甚麼?

當一班學生的英語水平橫跨數個級別時,以中游學生程度設計的課堂,對能力稍遜的學生太快,對能力較強的學生又太慢。結果往往是老師花大量時間個別支援,課堂節奏因而變得零碎。

分層任務設計嘗試解決的正正是這個問題:全班先共同完成同一份核心練習,建立共同基礎,之後才按能力分流,而不是一開始就把學生分成幾條完全不同的教學路線。

核心練習應該如何設計?

核心練習應該覆蓋當課最基本、所有學生都必須掌握的文法或詞彙重點,篇幅不宜過長,務求令能力稍遜的學生都能夠在合理時間內完成。核心練習完成後,才是分層的起點,而不是提早篩走部分學生。

Phonics & Sound Awareness – English Grades 7–9 Practice Pack的練習設計正正採用短篇幅、重點清晰的格式,適合作為核心練習的參考範本。

現成的分層教材

更多選擇見Junior Secondary Resources (S1–S3)系列。每份下載均設三十日內可全額退款保證。

延伸任務應該如何安排,才不會令能力稍遜的學生覺得被忽略?

延伸任務應該公開提供予全班選擇,而不是預先指定只有某些學生才可以做,這樣可以避免標籤效應。能力稍遜的學生如果完成核心練習後仍有餘力,同樣可以嘗試延伸任務,只是預期完成的份量較少。

對能力較強的學生,延伸任務不應只是「多做幾題」,而應要求更高層次的應用,例如將文法重點應用於原創句子或短文,而非重複同類型的機械式練習。Analysis Vocabulary and Operators for Text Analysis可作為能力較強學生的延伸練習來源。

分組座位與課堂節奏,應該如何配合分層設計?

座位安排上,將能力相若的學生安排鄰座,方便老師集中支援某一組別,同時避免能力較強的學生長期單方面「教」能力稍遜的同學,變相減少了自己的練習時間。課堂節奏上,核心練習應設定明確的完成時限,時限一到,不論進度如何,全班一同轉入延伸或鞏固階段。

如何因應學生程度調整這套分層設計?

能力稍遜的學生:核心練習可以配合詞彙提示或例句支援,亦可以搭配Grade 6 Grammar Practice – Sentence Types & Parts of Speech作為額外鞏固練習,延伸任務份量減少但不取消。

一般程度的學生:按標準份量完成核心練習及部分延伸任務。

能力較強的學生:核心練習應盡快完成,大部分課堂時間投放於延伸任務的應用與創作部分。

大班分層教學最常見的失誤有哪些?

第一,核心練習本身設計得過於冗長,令能力稍遜的學生連基本部分都無法完成,分層設計形同虛設。第二,延伸任務只是加大練習份量而非提升層次,能力較強的學生做完之後並無實質得著。第三,座位或分組長期固定不變,忽略了學生能力會隨學期進度而改變,分組亦應該定期檢視調整。

常見問題

分層任務設計是否需要教育局審批?

不需要。課堂內的分層教學安排屬於學校及老師的專業自主決定,毋須逐項呈交教育局審批。

文中提及的教材是否經教育局或考評局審批?

不是。本文提及的所有教材均為獨立製作的教學資源,並非教育局出版物,亦未經考評局或任何公開考試機構審核、批准或推薦。

核心練習大約應該佔多少課堂時間?

建議控制在整節課堂的三分之一至一半之間,確保餘下時間有足夠空間處理分層任務,而不是核心練習本身已經用盡大部分課時。

分層設計是否適用於所有初中英文課題?

大部分文法與詞彙課題都適用,但個別需要全班同步進行的課題,例如小組口語活動,則需要另行調整分組方式,不宜完全套用同一套模式。

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