優質全方位學習工作坊系列……
學會怎樣學習
導向性學習
有價值和愉
快的經歷
多官能學習
暢態的經歷
協作學習
擁有感
推行活動的策劃表
計畫與籌備
• 檢視每一階段的分界點
活動前解說
階段 1
預備
活動過程
階段 2
行動
活動後解說
階段 3
階段 4
總結
階段 5
跟進
總結篇
行動篇
http://www.emb.gov.hk/cd/lwl/
預備篇
預備篇
第一階段：計劃與籌備 (Planning and Preparation)
第二階段：活動前解說 (Briefing)
第一階段：計劃與籌備 (Planning and Preparation)
Risk management
風險處理
Application 申請注意事項
Monetary implication 財務安排
Programme and propagate the activity details 活動推廣及通知
第一階段：計劃與籌備
步驟1：確定對象、訂定學習目標/教師意圖、選取學
習內容
步驟2：選定學習地點、設計考察路線及活動、編寫講
解資料
步驟3：資源分配，包括人手(各工作員的角色)、考察
器材工具及金錢的資助安排
步驟4：安全措施，包括發出家長通知、向學校交代、
風險評估及完成報警程序
步驟5：教師適宜在活動前到實地進行視察，留意考察
地點的交通安排、安全問題及學習重點
步驟6：後備安排
第二階段：活動前解說 (Briefing)
Grouping 分組與分工
Obligation agreed by students 行為合約
Assignment before the activities 活動前職務的分配
Learning intention 學習目的或意圖
Survey before the activity 活動前資料調查
第二階段：活動前解說
(可分參與學生、教師及家長三類別)
步驟7：為考察活動進行分組
步驟8：介紹活動安排及學習目標
步驟9：有需要時為學生訂定行為合約
步驟10：派發學習材料(包括有關的資料、單張或工
作紙)，分配考察前的預備工作
步驟11：調查學生在活動前的知識、技能或態度
行動篇
第三階段：活動過程 (Action)
第三階段：活動過程 (Action)
Weather 天氣
Hazard prevention 防避危險
Observation 留心觀察
Levering decision of the arrangement 彈性安排
Emergency Telephone record 緊急電話記錄
第三階段：活動過程
步驟12： 留意出發前的天氣變化
步驟13： 帶備學生及學生家長的緊急聯絡電話
步驟14： 帶備急救用品以及緊急醫療求助電話
步驟15： 拍攝或留意個別學生的學習情況
步驟16： 製造適當的彈性，決定活動最終的進行方
式
步驟17： 經常注意學生的安全
總結篇
第四階段：活動後解說 (Debriefing)
第五階段：活動後跟進 (Follow-up)
第四階段：活動後解說 (Debriefing)
Appreciation 欣賞及鼓勵
Recording 記錄回饋資料
Tapping feedback 獲取回饋資料
第四階段：活動後解說
步驟18：盡量讓每位同學表達他們對活動的即時感
受並作記錄 (正面及負面)
步驟19：表揚一些在活動中表現優良的同學
第五階段：活動後跟進 (Follow-up)
Follow-up curriculum link 與課程的連繫
Assessment of outcomes 成果的評估
Celebration of success 表揚成功
Evaluation of the programme 項目評鑑
第五階段：活動後跟進
步驟20：調查學生在活動後知識、技能和態
度的改變(可選用不同的評估方法)
步驟21：收集參與活動的教師和家長意見
步驟22：在課堂內或外進行跟進活動
步驟23：向沒有參與活動的教師和同學透過
不同方法匯報學習成果
Observation + Interaction
Museum
Student
interdependence
Creativity
Critical
Thinking
LWL
Selforganization
Differentiation
Collaboration
(Johnson, 2002)
Personal agenda effect (Balling, Falk & Aronson, 1992)
Orientation before visit:
Slide presentation/ individualized game/ poster
900 children
3. Child’s agenda
1. School agenda
Cognitive:
concepts,
specific
animals…..
4. No orientation
2. School agenda
Process skills:
Observation
skills, learning
strategies….
5. No trip
Child-centered:
How to get there,
What they will
do, what to
eat, ….
Pre-test: one month before the visit
Concept learning, knowledge of setting,
observational skills, attitudes
Post-test 1/ within a week after the trip
Group 5 :
No significant learning
Post-test 2/ three months after the trip
Groups 1,2,3,4 : significant learning in content,
observational skills, knowledge of setting, and attitudes
3 > 1 > 4 significant higher learning
Personal
agenda effect
Student-centered approaches
1. Learning diary / self-reflection
2. Inquiry-based / problem-based learning
3. Tasked-based Learning
4. Brain-based Learning
5. Interview / reporter
6. Group discussion
7. Mentoring
8. Experiment / science inquiry
9. Media Learning
10. ICT Learning
11. Adventure-based Learning
12. Race or competition
13. Service Learning
14. Jigsaw Learning
15. Project Learning
16. Role-play / Drama
17. Debating
18. Worksheets
…………………………
Worksheet
By
• Teacher
•
Museum
•
Student
• Others．．．．．
From
• Resource Packages/Pamphlets/Booklets provided by
the Museum
• Websites / Books / Journals
• Personal Experiences
Timing
Pre-activity
e.g. searching information from websites
During the activity
e.g. filling up information, matching, sketching
Post-activity
e.g. learning diary
Types
1. Closed – ended (結構式)
• Questions with choices of response
• For very specific information
• Subjective, limit visitors’ thought
(多項式選擇、填充、配對、短答題、實像畫、 文字或圖片記錄…..)
2. Open – ended (開放式)
• Questions tap the impressions of the students
• Objective personalized response
• Students allowed to dictate the order and flow of
their response
(研習式、設計、問題討論、剪報、感受分享、學習日誌…..)
結構式
• 在香港文化博物館裡，寫下你看到的五種展品
及其簡單資料。
• 香港文化博物館裡有那些展品的特式還沿用至
今？你能找出其中兩種嗎？請解釋那種特式的存
在價值。
開放式
• 你最喜歡那一個展覽館 / 展品呢？為什麼？簡單寫
出你的感覺。
• 今天的非課堂學習日中，你最欣賞的是什麼？
• 試和同組同學一起設計心目中理想的香港文化博物
館。
Learning over a lifetime (Falk & Dierking, 2002)
The Third Learning Stage (S.1 to S.3)
Lives in Transition: A Journey in Search of a Purpose
“ Your children were not born to complete your life. They were born
to complete their own. ”
(intellectual ability, social relationships, responsibility, concern for
social & political issues, emotional, independence…….)

Independence & Responsibility

Mastering Skills and Interests & Developing
a Sense of Self

Supportive Mentors
Learning over a lifetime
The Fourth Learning Stage (S.4 or above)
Free at Last: New Roads, New Adventures
“ I wanted only to try to live in accord with the promptings which
came from my true self. Why was that so very difficult? ”
(Independence, opportunities, identity, intimate relationship,
improvement, pressure……)
 Free-time/ New Experiences
 Improving Oneself Personally and/or
Professionally
 Relaxing, Connecting and Finding Meaning
教師
• 考慮時間、班級、人數及場景地點
• 為學生提供不同有利全方位學習「場景」
學生
•「真我」、愉快地持久學習
Knapp, C. E. (1992)Lasting Lessons:
A Teacher's Guide to Reflecting on
Experience, ERIC
J. H. Falk & L. D. Dieking (2002)
Learning from Museums – visitor
experiences and the making of
meaning, Altamira
C. Beard & J. P. Wilson (2002) The
Power of Experiential Learning – a
handbook for trainers & educators,
Kogern Page
J. H. Falk & L. D. Dieking (2002)
Lessons without Limit – how
free-choice learning is
transforming education, Altamira
Task-based Learning
1) Pre-task preparation (Video or pictures)
2) Pre-task activity (raising questions)
3) Pair-reading
4) Looking for vocabulary or interesting things
5) Complete and compare the worksheet
6) Feedback
Race or competition
1) Recognize the birds or plants through different
materials in advance
2) Take the pictures (with dates) at the site
3) Draw pictures to identify their features
4) Tell the stories about the birds or the plants
1. When you think of museum, what is the first thing that comes to mind?
2. What is the thing you expect most to get from visiting museum?
3. Do you remember the artifacts in the photographs? What are their
characteristics?
4. Do you think viewing artifacts in a gallery setting can help you to learn
more?
5. Does the pre-visit questionnaire help you in a gallery visit?
6. Any artifacts or concepts you have little understanding of after visiting
the gallery?
7. Do you find the (I) gallery handout and (II) text panels useful in
enhancing your interest and understanding of the gallery?
8. Which part of the gallery you like most?
9. Which part of the gallery you dislike most?
10. Can you give some recommendations to the museum for improvement?
11. Was there anything you learned from this museum visit?
12. What is your overall impression of the museum?
Problem-based Learning 問題導向學習
http://www.hku.hk/earthsci/pbl
1) 展示問題敍述 (Problem Statement)
2) 透過小組討論分辨出問題敍述中的事實和假設，並提
出意見
3) 擬定學習目標和設計研究方法
4) 資料搜集
5) 資料分析及整理
6) 報告研究結果及建議進一步研究方向
7) 表現評核