Jasmine Zhang

Reception Homeroom Teacher

Chinese International School

Jasmine Zhang, 座標香港，現就職於漢基國際學校。我愛學生的真，他們的清純質樸是人生的最高境界；我愛學生的善，他們對老師關切愛戴的眼神，打動人心；我愛學生的美，他們童真的言語表達了對知識的熱愛，他們稚嫩的歌聲又是那麼悅耳動聽。 感謝孩子們讓我一直有一顆求真、求善和求美的心，他們是我靈感的源泉。我熱愛研究教學。我曾醉心於中高年級的閱讀策略的研究教學，如今在學前班擔任班級老師又讓我見證了很多小朋友的成長。我希望能在他們心中播下樂學中文的種子，在日後長成枝繁葉茂的大樹。來自孔子故里的我，腦海中經常迴盪著杏壇琅琅的讀書聲：「三人行，必有我師焉......」感謝我親愛的的家人、師長和朋友，你們的關愛和支持是我追逐夢想的永動力。

Jasmine Zhang, 座标香港，现就职于汉基国际学校。我爱学生的真，他们的清纯质朴是人生的最高境界；我爱学生的善，他们对老师关切爱戴的眼神，打动人心；我爱学生的美，他们童真的言语表达了对知识的热爱，他们稚嫩的歌声又是那么悦耳动听。感谢孩子们让我一直有一颗求真、求善和求美的心，他们是我灵感的源泉。我热爱研究教学。我曾醉心于中高年级的阅读策略的研究教学，如今在学前班担任班级老师又让我见证了很多小朋友的成长。我希望能在他们心中播下乐学中文的种子，在日后长成枝繁叶茂的大树。来自孔子故里的我，脑海中经常回荡着杏坛琅琅的读书声：「三人行，必有我师焉......」感谢我亲爱的的家人、师长和朋友，你们的关爱和支持是我追逐梦想的永动力。

I'm Jasmine Zhang, based in Hong Kong, working at CIS. I love the honesty of my students. Their purity and simple way of viewing things are the highest state of life. I also love the goodness of the students. Their caring and loving eyes on the teacher are touching. I love the beauty of the students. Their innocent words express their love for knowledge, and their childlike singing is so sweet and melodic. I am grateful to my children too. They keep my heart seeking truth, kindness, and beauty. They are also the source of my inspiration.

I love teaching. I was obsessed with researching and teaching reading strategies in the middle and senior grades of my schooling. Now, as a class teacher in the Reception, I have witnessed the growth of many children. I hope I can sow the seeds of learning Chinese in their hearts and get them to grow into luxuriant trees in the future.

I come from the hometown of Confucius. The sound of reading in Xingtan often echoes in my mind: "When three men meet together, one who is anxious to learn can always learn something from the other two." Thank you to my dear family and friends for your care, love, and support, which keeps me chasing my dreams.

繪本引領的中文跨學科學習

Picture book ᐧ Chinese learning ᐧ Interdisciplinary

在漢基國際學校，身心康泰和快樂學習同等重要。穩定的情緒能帶來平和良好的心境，同時也會有助於學生的專注力和自信的提升。近幾年來，我們一直生活在疫情的陰霾之下，對於小朋友來講，更是缺少了很多戶外活動的機會和社交經歷。因此，如何在中文課程中融入情意教學也顯得尤其重要，而情意教學又涵蓋了綜合常識和身心福祉兩個學科。

整個課題的設計通過《彩色怪獸》和《彩色怪獸去上學》的故事引入，同時配合每週的學習主題，如「我和朋友」、「身體部位」和「顏色」等進行延伸，進而達到讓學生能識別基本的情緒、接納自己和別人的情緒，亦能掌握調節情緒和他人相處的不同方法。

綜合常識、中文和身心福祉三個學科領域的結合，這讓我也意識到在中文教學中要注重廣度、深度和溫度。在課題實踐中，難點則是在每天一小時的中文時間裡合理地設置活動；設計活潑有趣的活動以啟發學生；兼顧不同教學目標的同時，不忘口語教育為本等。可喜的是，我發現我的學生開始在日常交流中更多地表達出自己的情緒和想法，例如他們在看圖書時，會跟我説他們的感覺很平靜，因為眼睛在看，手在指著漢字，心裡想著故事的內容......

在汉基国际学校，身心康泰和快乐学习同等重要。稳定的情绪能带来平和良好的心境，同时也会有助于学生的专注力和自信的提升。近几年来，我们一直生活在疫情的阴霾之下，对于小朋友来讲，更是缺少了很多户外活动的机会和社交经历。因此，如何在中文课程中融入情意教学也显得尤其重要，而情意教学又涵盖了综合常识和身心福祉两个学科。

整个课题的设计通过《彩色怪兽》和《彩色怪兽去上学》的故事引入，同时配合每周的学习主题，如「我和朋友」、「身体部位」和「颜色」等进行延伸，进而达到让学生能识别基本的情绪、接纳自己和别人的情绪，亦能掌握调节情绪和他人相处的不同方法。

综合常识、中文和身心福祉三个学科领域的结合，这让我也意识到在中文教学中要注重广度、深度和温度。在课题实践中，难点则是在每天一小时的中文时间里合理地设置活动；设计活泼有趣的活动以启发学生；兼顾不同教学目标的同时，不忘口语教育为本等。可喜的是，我发现我的学生开始在日常交流中更多地表达出自己的情绪和想法，例如他们在看图书时，会跟我说他们的感觉很平静，因为眼睛在看，手在指着汉字，心里想着故事的内容......

At CIS, physical and mental well-being is valued as much as joyful learning. Stable emotions can allow children to concentrate peacefully, be in a good mood while learning, and develop self-confidence. In recent years, we have been living under the haze of the epidemic. Children have been deprived of usual outdoor activities and the social experiences that come with them. Therefore, how we integrate education into the Chinese curriculum becomes particularly important. Affective teaching also covers two subjects: integrated study and visible well-being.

The design of the entire subject is introduced through the stories of "Colourful Monsters" and "Colourful Monster Goes to School." At the same time, subjects are extended with weekly learning themes, such as "Me and Friends," "Body Parts," and "Colours," etc. Students can identify basic emotions, accept their and others' feelings, and master different methods of regulating emotions. In practice, it is reasonable to expect that the challenges of this project involve setting up activities in one-hour Chinese lessons every day and designing lively and exciting activities to inspire students.

This topic is a combination of three subject areas: general knowledge, Chinese, and physical and mental well-being. In Chinese education, we need to pay attention to the breadth and depth of the subject matter. The challenges are formidable, and so are the resources we have in hand. I found that my students began to express their emotions and thoughts more in daily communication. For example, when they read a book, they would tell me they felt very calm because their eyes were watching and their hands pointed to the characters, thinking about the story.