Newsletter No. 476

8 476 • 19.4.2016 ’ 口谈实录 Viva Voce 本刊由香港中文大学资讯处出版,每月出版两期。截稿日期及稿例载于 www.iso.cuhk.edu.hk/chinese/newsletter/ 。 The CUHK Newsletter is published by the Information Services Office, CUHK, on a fortnightly basis. Submission guidelines and deadlines can be found at www.iso.cuhk.edu.hk/english/newsletter/ . 秦家慧教授 Prof. Cecilia Chun • 学能提升研究中心主任 • Director, Centre for Learning Enhancement And Research (CLEAR) 请介绍一下你在出掌学能提升研究中心之前的教学生涯。 在中大毕业后,我在中学任教英文六年多,跟着到香港大学从 事培训教师的工作,历时十一年。1994年加入中文大学教育 学院,继续培训中小学英文教师,除了授课、研究,还担任课 程总监,制订培训英语教师的四年制本科课程。这需要从较 高较广的视角,规划如何装备学生成为胜任的教师。这份经 验对个人和专业成长均大有帮助。其后我出任学院副院长,负 责学生事务,到去年8月加入学能提升研究中心(CLEAR)。 职前培训跟在职培训有什么分别? 你不能说职前培训的学员就是白纸一张,别忘了他们起码有 十多年学习经验,是教学的受众。他们对教育有兴趣,希望探 索的东西很多。在职的有实际教学经验和既定看法,会多讨 论教学法的应用。对所有学生,我都希望他们明白学院所教的 只是原则和方法,不是万应良方。我不是提供一份食谱,只要 照办煮碗,就会弄出好菜式。每位老师面对的学生都不同,必 须因时制宜,运用他们的「话事权」,按课堂环境灵活调适。 你三度获得教育学院的模范教学奖。身为老师的老师,  你的教学风格是怎样的? 我常提醒学生和自己:教并不等于学。在学校观课常碰到这 样的现象:教师做这个做那个,忙个不了,可是,看不到学 习的出现。我们需不断反思自己的「教」是否真的令学生有 所「学」?例如,新进教师的教学风格常会受本身受教的经验 影响,但放诸今时今日还奏效吗?我喜欢加插学习活动,推 动学员体验和尝试,用他们的前线教学经验与我所授的结合 参照。也爱用提问法,引发思考和讨论,而不是单向的灌输知 识。我希望能够示范活泼有效的教学。如果学员觉得我教得 差劲沉闷,希望他们思考我错在甚麽地方,应该如何补救。 可简述一下学能提升研究中心的主要工作吗? 在教师专业发展方面,中心负责开办助理教授级或以下的教 师须在入职一年内完成的专业发展课程,涵盖大学的教学理 念、课程设计和教学策略,还有观课评鉴的环节。我们也受研 究院委托开办研究生学习提升课程、研讨会、讲座等,内容包 括撰写研究计划、论文、文献评论、实验室安全和教学助理培 训。另一重点工作是评估学生学习以助课程检讨,透过在学生 修业的不同阶段进行调查,收集数据。所有数据都会交给课 程,并开办工作坊解释怎样利用各种调查数据辅助检讨,分 析教学效能,以资改进。此外,中心还管理多个教与学拨款计 划,鼓励同事开发新教学法。 新成立的ELITE如何配合网上学习「翻转课堂」的巨浪? 电子学习创新科技中心(ELITE)由CLEAR管理,在许让成楼 有两个摄录室,提供技术支援,教师可与其教学设计员商讨如 何糅合电子科技与教学。ELITE也会开办研讨会,聚合不同科 目的同工切磋合作。「翻转课堂」的理念是把一部分的知识教 学交学生课前准备,腾出宝贵的课堂时间刺激思考,深入讨论 和总结。大学设立了MMCDGS资助计划供同事申请,制作微 单元,例如数分钟的录像或其他非文本内容,辅助学生自习。 公余有什么活动? 人的生命有很多面,工作和家庭不是全部,我放很多时间在 社会服务上,出任非牟利机构的董事、校董会成员。有时会利 用长假期北上交流,正与北京师范大学合作培训六十位卓越 小学英语老师。公余学过插花、逻辑思维、公开演讲等短期课 程,现在跟一位心理学系老师学少林内养功,是一种呼吸练 习。我每天都看英文侦探小说,喜欢一本又一本追读某个作者 的作品,早前看的是律师出身的 John Grisham ,现在又开始 看 J.K. Rowling 写的侦探小说。他们丰富的想象力、深入的资 料搜集,叫我欣赏佩服,也间接增长了课外知识。 Tell us about your teaching experience before joining CLEAR. After graduating from CUHK, I worked as a secondary school English teacher for more than six years. Then I served at the University of Hong Kong and worked on professional teacher training for another 11 years. In 1994, I joined the Faculty of Education at CUHK. In addition to teaching and research, I was also the programme director and designed a four-year undergraduate curriculum that prepared students to become certified English teachers. It was a very valuable experience as I was required to adopt a broader perspective. Later, I worked as Associate Dean (Student Affairs) of the Faculty and joined CLEAR in August 2015. How are pre-service and in-service trainings different? Education is not a new subject even to the pre-service course participants—as each of them has already been exposed to different teaching styles as a student for over 10 years. They have a passion in education and wish to explore more. In-service participants have practical teaching experience and their own perceptions in pedagogy. They are ready to discuss how various methodologies can be implemented. However, when it comes to teaching strategy, ‘one size does not fit all’. Teachers should be flexible enough when exercising their autonomy in teaching to successfully manage all classroom situations. You are a three-time-winner of the Faculty’s Exemplary Teaching Award. What is your teaching style? I always remind myself and my students that ‘teaching does not necessarily lead to effective learning’. It is not uncommon to observe diligent teachers overwork themselves without enabling students to learn. The question is whether students can truly learn by the way we teach. For example, novice teachers tend to teach in the way they were taught. But is the same kind of teaching strategy still effective to students nowadays? My teaching involves a lot of interactive activities. I always encourage students to compare their own teaching approaches with the way I teach. I also prefer asking questions, facilitating discussions and inspiring students to think, instead of simply giving them instructions. I wish to make my teaching as interactive and effective as possible. If students consider my classes dull and ineffective, I hope they can identify the problem and try to come up with a solution. Can you briefly describe the services provided by CLEAR? CLEAR offers a one-year Professional Development Course for teaching staff at Assistant Professor grade or below. It covers the mission and values of teaching at CUHK, course design and teaching strategies, as well as a practicum session. We are also commissioned by the Graduate School to offer Improving Postgraduate Learning courses, which include seminars and lectures, covering the writing of research proposals, papers, and literary review, laboratory safety and trainings for teaching assistants. Another important duty is the evaluation of students’ learning. Data collected at different stages of learning at the University will be delivered to various course administrators. CLEAR also hosts workshops to explain how to use various surveys to facilitate evaluation and analyze the effectiveness of teaching. Moreover, CLEAR manages several teaching and learning grants, as well as encourages teaching staff to develop new teaching methodologies. How does the newly established ELITE accommodate the latest trend of ‘flipped classroom’ pedagogy and e-learning? With two sound-proof recording studios at Hui Yeung Shing Building and an instructional designer, The Centre for E-Learning Innovation and Technology (ELITE, managed by CLEAR) offers technical support for developing teaching materials with the latest digital technology. ELITE also hosts seminars to initiate interdisciplinary collaborations. The latest ‘flipped classroom’ pedagogy allows students to obtain materials online to prepare themselves in advance, so that they would be ready for discussions and to raise questions during class time. The University has established the Micro-Module Courseware Development Grant Schemes to support the production of digital teaching materials to facilitate self-learning. How do you spend your time after work? Social services take up a large part of my leisure time, as I think there should be more to life than just work and family. I am the council and board member of various NGOs and institutions. Currently, I am training 60 outstanding primary school English teachers in cooperation with the Beijing Normal University. I have also taken some short courses on floristry, logical thinking, and public speech. Now I am learning a Shaolin breathing exercise from a psychology professor. I enjoy reading detective novels. I’ve finished those by John Grisham and recently moving to J.K. Rowling ’s. These writers have done enormous research for their imaginative stories. Reading their works is truly a pleasurable and enriching experience. Photo by ISO staff

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