Curriculum:

1. Study the book covers, ask questions, and observe the pictures to guess the development of the story;
2. The teacher read the story.  The children are taught to trace the words with their fingers while the teacher read.  (This teaches the children to recognize characters and not skipping words);
3. After reading the story, our teachers will show flash cards, rewrite the story with the flash cards and retell the story;
4. Encourage children to draw pictures and write their own stories by using flash cards they just learnt.
5 Through repetitive story lines and sentences, children learn basic sentence patterns and the ability to write stories.
6. Promote the children to read story on their own, finding news words, and understand the main idea of the story;

課程設置

1.觀察封面,問問題,並猜測故事發展; 
2.老師讀故事,並教孩子用手指指著讀的字(習得認字和不跳讀的能力); 
3.朗讀故事後,玩認字卡、用字卡重排故事的遊戲; 
4.鼓勵孩子畫畫,用字卡「寫」出自己的故事。 
5.透過重複的故事情節和句式、圖畫提示,學習基本句式, 從而自然地寫句子和故事; 
6.讀故事,選詞語,找主旨; 
7.看動畫、唸口訣,手摸凹凸筆順,手工造字,學寫字

Kindergarten (2 to 5 years old)

  • The center's Early Childhood Mandarin Education adopts pre-school whole language approach with illustrations to promote the development of children's listening, speaking, reading and writing skills as native speakers: start telling stories at the age of two, telling stories from pictures at the age of three, and begin to read at the age of three and above.  At age of four, they start to write stories with the help of the flash cards. We use storytelling to connect the entire learning process through "inverted triangle reading.”  Whole-language pictorial approach: first stories, then words, sentences and we turn reading into a guessing game which encourages children to use a variety of art forms, both two-dimensional and three-dimensional, to tell and retell commercially published stories and to create stories of their own.

  • Picture book reading can stimulate children's visual, listening, imaginative, and vocabulary power.  Reading Chinese characters at very beginning stage mainly rely on visual analysis; however writing the Chinese characters at later stage requires a lot more.  Children need to be able to merge and rearrange the various components and radicals to form one characters.  Our teachers use 21 "Chinese Alphabets Writing Formulas" published by Sino Vista and Greenfield Education to teach children write Chinese.  This method simulates both the left (analysis) and right brains (visual). It trains children’s eyes with animations, and their ears with formula sound, their body muscles with Kungfu moves.  Children have to use eyes, ears, hands and mouth throughout the learning process.

  • Whole-language pictorial book reading approach teaches preschool children the ability to guess and read which provides them enough reading capability for primary one level.

  • 本中心的幼兒啟蒙班採用學前全語言繪本教育,旨在全面發展兒聽、說、讀、寫母語能力的教育: 兩歲開始講故事,三歲開始閱讀故事,三歲後開始認字,四歲開始用字卡「寫」故事。我們用故事連結整個學習階段,方法是「倒三角形閱讀」——全語言繪本學習: 先故事、後句子、字詞,把閱讀變成猜測的遊戲,鼓勵他們畫畫後,用字卡「寫」出自己的故事。 

  • 繪本閱讀易於激發兒童視覺、聽覺等接收力,以及擴大兒童的思考幻想空間。辨認中文字主要依靠視覺分析,寫中文字需把各部件合併而成。我們教授透過視覺和口訣(即同時使用左右腦)的21個「中文字母寫字口訣」來教小朋友寫字:以動畫來訓練視覺,以口訣訓練聽覺,以打功夫配合大肌肉記憶,以觸摸、抄寫訓練小手肌的記憶。看、聽、口、手四者並用。 

  • 全語言繪本閱讀以潛移默化的方法教導小朋友,孩子在學齡前的識字量和觀察的能力足夠應付小一程度的閱讀材料。

©2018 by Bright Star Learning Center. Proudly created with Wix.com