刻骨銘心 ENGRAVED

下課的時候學生過來找我，告訴我說： 「老師，我的這顆牙快掉了耶!」 During the break, one student tole me "Teacher, my tooth is falling." 另一個學生經過教室的時候，特別找到了我，過來對我說： 「老師，我覺得這次參與美術比賽很緊張，可是我想跟妳分享我畫的畫……」 Another student, while passing through my classroom, told me that  "Teacher, I am very nervous this time when I attend the art contest, yet I'd like to share what I have drawn with you..." 這些分享是不是一種巧合、或者偶然呢? 這一向以來，我一直覺得我的成人學生們與我分享的種種故事，十分有意思，但我卻沒有想到在兒童的世界裡面，他們所分享的種種橋段，更是在我願意調整我的視角時，讓人感到興味盎然。 Are these kinds of sharing of ideas coincidental? Through the years, I often find what my adult students are sharing with me can be something quite fascinating. What I have never expected would be that in the worlds of little kids, their stories can be equally compelling when I observe the surroundings with their eyes.  這是一首筆者的自編歌曲，也是一首歷經兩屆多班、多種學生的學習族群 非常喜歡吟唱的歌曲，連外師也一起學習、一同授課教導學生的學習 This is a song created by Hope. It has been sung by two grade levels of students who have enjoyed learning and experiencing wording...

  因「奇妙的種子」課程需要而安排之整體連續活動 Activities Arranged Due To The Same Topic,  MAGICAL SEEDS 壹    在回收紙張之後的「影像」以教室現場實際電腦中的圖片展現 I     Images shown after those recycled paper would be from the digital device inside  the classroom where I teach.  Inside the video, when it's time the infertile lands are seen, many pictures can be seen by the students from other devices, with most of the images with pictures of pieces of dry land. 影音檔中當談及種子無法順利成長的土地時，學生可由由其他影音設備 看到世界各地各種各樣貧脊土地的狀態。 貳    學習後反思提問及學生文字反饋 II  Feedback from students after the video is either heard or watched   一  看完或者聽完剛剛的影音檔，我有什麼想法 ? 1 My ideas after watching the video   二  我如何產生可以幫助別人的夢想 ? 2 How do I help the others to build their dreams?   三  為什麼我們要感恩農夫種的種子可以長大 ，提供食物給我們吃呢 ? 3 Why do we need to be grateful to farmers who grow different plants for us  and those seeds that can grow?  參   珍惜萬物之自然科學討論、美勞作品創作、學生團體發表 (以單班、單組為...