我習(xí)慣把自己學(xué)過的知識，做過的事情，或者遇見的人寫下來，因為過了一段時間之后，我真的會忘，很多小細(xì)節(jié)都不記得了。不是說我的記性不好，只是我永遠(yuǎn)會把更多的關(guān)注放在當(dāng)下，而不是過往。過去的一切對于當(dāng)下來說已經(jīng)不重要了，所以一般我都會有意識地忘掉，除非是我覺得重要的事情。對于我認(rèn)為重要的事情，我會時不時地去回想，因此也就記住了。
上一篇教學(xué)討論推送完之后，有學(xué)妹自己看完了視頻，做了筆記，還跟我討論了幾個問題，還是很佩服她的好學(xué)精神的。
第二次討論的時候，朋友說我這幾天公眾號的文風(fēng)有點壓抑。我是承認(rèn)的，因為我在克制自己的秉性。
每個人都是一個矛盾共同體，只是這個矛盾在我身上特別地明顯。一方面，我可以極度外向，自嗨，不想學(xué)習(xí)；另一方面，我可以不茍言笑，自閉，逼自己學(xué)習(xí)。
我還有目標(biāo)沒有完成，而后一種的我更有利于這個目標(biāo)的實現(xiàn)。
有時候，如果腦子混沌，想不清楚自己到底是怎么了，可以跳出來看看自己的行為，你就知道了。
有時候，寫文章如果太過于真實地披露自己，總會有一種擔(dān)憂，擔(dān)心自己會不會被認(rèn)為是有病態(tài)的心理，尤其是自己在乎的人也會看到時。所以，不時會有刪掉重寫的情況出現(xiàn)，不是幾句話，而是整篇文章。
言歸正傳。
第二次教學(xué)討論的視頻是一節(jié)課的導(dǎo)入部分，7分鐘左右。第一次教學(xué)討論的視頻有40多分鐘，太長了，我跟朋友在深入交流我們的討論目的之后，一致決定以后只看一節(jié)課的一個或幾個特定部分，有的放矢。
同時，在看視頻之前，我們也去看了教材課文，這樣能讓我們對教師的上課內(nèi)容和流程更為熟悉，方便觀后評價。
觀摩視頻
教材課文
筆記記錄
討論內(nèi)容
Lead-in activities
Question 1: What do you usually do for fun?
Question 2: Do you like watching TV when you are free?
COMMENT: Students sit in a circle, not in a line, which makes it easier to make face-to-face conversations. After students give their answers, the teacher will briefly repeat their answers. This way of giving feedback is much more powerful than just say great or excellent, I think. If you look carefully, you may discover that each group has one student to express his or her opinion, even though the teacher states the answering's voluntariness. And this seemingly coincidence can be predesigned. One more thing, the logic chain between Q1 and Q2 are not so obvious and convincing. There is no "watching TV" in students' answers to Q1, which renders the transition from Q1 to Q2 rigid and abrupt. Of course, the teacher can predesign it, but he didn't.
group work: conduct a survey to find out your favorite TV program, using the sentence structures presented on the PowerPoint
COMMENT: The sentence structures presented can be seen as a way of scaffolding, but its effectiveness is in question. When each group sends one representative to vocie their survey results, it seems that no one uses the sentence structures presented on purpose. Also, the theme of this chapter is lifestyle rather than favourite TV program, so the teacher should pay more attention to knowing his students' lifesyle in general, to which one solution is to make the items in the survey more diverse and inclusive, pertaining to the theme. At last, it is worth mentioning that the teacher will go near each group and help forward their discussion.
OTHER COMMENTS: What I want to say has nothing to do with the class. It is the text "A Couch Potato" that makes me wonder whether it is possible for it to be changed or rewritten, since it is not the TV, but the phone, that has breeded a new lifestyle, more common and irresistible.
Well, I have searched for the newest edition of the textbook online just now. Indeed, "A Couch Potato" has been replaced by "I'm a ... digital native!".
Nice.
就寫到這里了。
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