中小学

中小学

聚英小学 Juying Primary School 乐学善用新平台，口语学习不间断聚英小学利用“新加坡学生学习平台”（SLS），配合教材内容开发了口语教学配套，帮助学生在校和居家学习。学生可通过该平台的即时互动工具，构思说话内容，进行互动和评价。在高年级阶段，此配套通过新闻话题，帮助学生了解时事动态，引导他们提出看法和建议，进一步加强语言能力。 Leveraging SLS to Build Metacognition and Develop Oracy Skills Juying Primary School leveraged on the Student Learning Space (SLS) to design a learning package for all levels to build students’ metacognition and develop their oracy skills. It enables students to be self-directed learners and confident Chinese Language speakers. The package is used for classroom teaching and the facilitation of home-based learning. The activities enable students to structure their thoughts using SLS interactive thinking tools to record oral responses, and to engage in self-assessment using rubrics. For Upper Primary students, language competencies are reinforced through peer feedback. Related articles are also made available to deepen students’ understanding.
孺廊小学 Rulang Primary School 跟着节奏学华文在“跟着节奏学华文”活动中，孺廊小学的低年级学生吟唱儿歌和韵文，中高年级学生则随着节奏诵读课文。朗朗上口的华文变得易读、易记、易学。该活动可以由学生个人进行，或以小组形式进行，还可以与家长一起进行亲子活动。通过反复吟唱和诵读，孩子们更有效地掌握华文，以及享受学习华文的乐趣。 Learn Chinese, Moving with the Beat Using rhythm and music, Rulang Primary School promotes learning of Chinese Language in a fun and creative way. Students work either individually or collaboratively to recite selected texts accompanied by a set of rhythms. This enables them to learn and enhance their language and vocabulary skills. While lower primary students begin with rhymes, upper primary students recite texts to a rhythm. The activity also encourages family bonding in which family members can participate in the school programme “Learn Chinese, Move with the Beat”. Through this activity, the school aims to develop students’ language competencies while experiencing the joy of learning.
伟林小学 Wellington Primary School 伟林小蜜蜂阅读计划 “伟林小蜜蜂阅读计划”以鼓励学生阅读百本图书为目标，设计了一系列阅读活动，如读后制作小书、在居家学习期间录制讲故事视频，以及参加“伟林大挑战”等。学生在阅读、制作、比赛、展览和分享的过程中发挥创意，感受到了成功的喜悦。通过此计划，学生养成了良好的阅读习惯，提高了语言表达能力，并增强了学习华文的兴趣。 Wellington Reading Bee Project To cultivate students’ love for reading and acquisition of knowledge, Wellington Primary School introduced the “Wellington Reading Bee Project” at the lower primary level. The objective was to encourage students to read a hundred books. A series of reading activities such as making mini-books, and video-recording stories were organised during Home-based Learning to encourage the submission of story-telling entries for the Welly’mpics Challenge. In the process of reading, creating, competing and exhibiting, students showcased their creativity and enjoyed the joy of their fruits of labour. The project has helped students develop good reading habits, enhance language competencies and raise their interest in the learning of the Chinese Language.
育青中学 Bedok Green Secondary School 悦读魔法变变变育青中学为低年级学生制定了阅读计划“悦读魔法变变变”。此活动将课本技能与角色扮演游戏（Role Playing Game）、解谜游戏（Puzzle Game）相融合，利用书中的故事情节完成不同的活动或任务，让角色最终成长为一名小魔术师。活动的最终目标是让学生变魔术给家人看，向他们表达心中的爱。此活动不仅激发了学生阅读华文书的兴趣，增加了在生活中与家人使用母语的机会，也增进了家人之间的感情。 Magic in Reading Bedok Green Secondary School developed a reading program, "Magic in Reading", for the lower secondary students. Students role-played as novice magicians who met with various challenges which required them to familiarise themselves with the story. The ultimate task for the students was to learn a magic trick to perform for their family as an expression of their love for them. The reading programme not only inspired the students to read Chinese texts, but also provided platforms for students to read and speak Chinese with their families to promote family bonding which has always been an important aspect of Chinese culture.
圣尼各拉女校（中学部） CHIJ St Nicholas Girls School（Sec）悦读计划–让孩子爱上阅读圣尼各拉女校（中学部）华文阅读计划旨在让学生的阅读变得更贴近生活、更有趣、更符合自己的语文能力。教师们运用“激、荐、导、搭”的框架，在SLS学生学习平台上开展了很多有意思的活动。其中包括设计阅读喜好图、选择被改编成电影的书籍、将流行歌曲与不同主题的书籍搭配，以及由师生推荐书籍，让学生通过各种有趣的方式选择自己阅读的内容，让阅读变得趣味盎然。 SNGS Chinese Reading Programme – Cultivating the Joy of Reading The Chinese Reading Programme by CHIJ St Nicholas Girls’ School (Sec) aims to make reading “Relevant, Engaging, Accessible and Self-Directed” for the students. Using the “Trigger, Recommend, Guide, Construct” framework, activities were developed on the SLS to engage students in self-directed reading. These activities include a reading preference map, the selection of books that have been made into movies, complementing books with pop songs, and included peer and teacher recommendations. While students enjoy the autonomy of choosing what to read, the exposure to different genres, and writing styles of books have opened up a new understanding of the world of reading to the students.

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