S1 MA KER

Knowledge Management
In the last lesson…
上⼀節提及⋯⋯
知識管理
(Lesson 2)

知識管理能⼒
MAKER Curriculum
NOWLEDGE MANAGEMENT
ATHEMATICAL
ODELLING 數學建模能⼒
• 知識的獲得 Gaining knowledge

分析能⼒
NALYTICAL SKILLS
• 知識的累積 Accumulating knowledge

• 知識的應⽤ Applying knowledge

知識管理能⼒
NOWLEDGE MANAGEMENT • 知識的分享 Sharing knowledge

創業家精神 • 知識的創新 Creating knowledge

NTREPRENEURSHIP

探究能⼒
ESRARCH SKILLS
 Different types of Graphic organisers
不同種類的組織圖
• 概念圖 / 腦圖 Concept map / Mind map

Graphic
organisers
組織圖

Different types of Graphic organisers Different types of Graphic organisers

不同種類的組織圖 不同種類的組織圖
• 概念圖 / 腦圖 Concept map / Mind map • ⽂⽒圖 Venn Diagram
Different types of Graphic organisers Different types of Graphic organisers
不同種類的組織圖 不同種類的組織圖
• 時間線 Timeline • 流程圖 Flowchart

Different types of Graphic organisers Different types of Graphic organisers

不同種類的組織圖 不同種類的組織圖
「分⽀」：說明成因
「⿂⾻」：成因 branches: elaboration of
• ⿂⾻圖 Fishbone diagram • ⿂⾻圖 Fishbone diagram 飲食⽋佳 the cause
Fish bone: Cause
成因2: 缺乏運動

「⿂頭」：問題
肥胖
Fish head: problem

成因3: 醫學原因 成因4: 遺傳

 在上⼀節的課堂活動中，我們嘗試利⽤不同的組
織圖整理了幾段⽂字的內容。經過了⼀個多星
期，如果只給你看看那些組織圖，你能夠記起那
Activity 1: 些內容嗎？

活動⼀: In the last session, we tried to organise the

contents of a few passages with graphic
organisers. After more than a week’s time, if you
are shown the graphic organisers, how much of
the contents can you recall? Let’s try!

主題：香港的鐵路發展

Theme: Development of railway in Hong Kong

 知識管理能⼒ 知識管理能⼒
NOWLEDGE MANAGEMENT NOWLEDGE MANAGEMENT

• 知識的獲得 Gaining knowledge

• 知識的獲得 Gaining knowledge

• 知識的累積 Accumulating knowledge

• 知識的累積 Accumulating knowledge
• 知識的應⽤ Applying knowledge

• 知識的分享 Sharing knowledge

這是你⽇常學習的情況嗎？

Is this situation similar to how you study?

• 知識的創新 Creating knowledge
 Make a paper tower
紙塔製作

Activity 2:
活動⼆:

Make a paper tower Make a paper tower

紙塔製作 紙塔製作

• 每組4位同學 4 students in a group

• 限時：10分鐘

• 材料： 紙6張、膠紙 Materials: Paper x 6, adhesive tape
Time limit: 10 minutes

• ⽬的： 利⽤以上材料建造⼀座最⾼的「塔」

Goal: Build the tallest “tower” with the materials provided
• 組員可先商量建塔的策略

Group members can first discuss the strategy
• 條件： Criteria:
of building the tower

• 不可以利⽤膠紙將塔固定在桌⾯ You cannot fix the • 由1位同學負責建塔⼯作，其餘3位同學觀察及

tower on the desk with the adhesive tape.

給予意⾒

• 紙塔的建造⽅法或形狀沒有限制 There is no restrictions 1 student is responsible for building the tower.
on the building method or shape of the paper tower. The other 3 students observe and offer advice.
Make a paper tower Evaluation Make a paper tower Round 2
紙塔製作 檢討 紙塔製作 第⼆回合

根據⼩組剛才檢討的內容，修正 / 改善你們的紙塔。 (限時：5分鐘)

What we did well What we can improve Based on your review, adjust / improve your paper tower. (Time: 5 minutes)
我們做得好的地⽅ 我們可改善的地⽅

Make a paper tower Evaluation Time to share

紙塔製作 檢討 分享時間
你在剛才的活動中學到甚麼？

What still went wrong in the 2nd try? What have you learnt in this activity?
What worked in the 2nd try? Why?
How can we improve?
第⼆次嘗試中，有甚麼成功了？
第⼆次嘗試中，有甚麼仍然不成功？
為甚麼？
我們還可以如何改善？
After Action Review
⾏動後檢視
• 在⼯作/⾏動完結後，盡快進⾏檢視

The review should be done soon after the task / action is completed.

• 可以問⾃⼰以下問題：

Try to ask yourself these questions

Activity 3:
• 事情預期的結果是甚麼？ 實際出現的結果⼜是甚麼？

What was supposed to happen? What actually happened?

活動三:
• 為甚麼預期和實際情況之間有差別？

Why was there a difference?

• 有甚麼(策略/計劃)成功了？ 有甚麼不成功？ 為甚麼？


What (strategy/plan) worked? What didn’t worked? Why?

• 下⼀次你會作出甚麼改變 / 有甚麼其他做法？

What would you do differently next time?

My after action review My after action review

我的「⾏動後檢視」 我的「⾏動後檢視」
What was supposed to happen? What actually happened?
• 嘗試就你最近的⼀次⼩測 / 默書 / 比賽 進⾏⼀個「⾏ 預期的結果是甚麼？ 實際的結果是甚麼？
動後檢視」

Try to do an “after action review” about a recent
quiz / dictation / competition you had

科⽬：

Why was there a difference? 為甚麼出現了差異？

Subject: _______________
My after action review My after action review
我的「⾏動後檢視」 我的「⾏動後檢視」

有甚麼地⽅成功了？ / 有甚麼做得好 有甚麼地⽅失敗了？ / 有甚麼做得不

下⼀次，我會有甚麼改善 / 不同的做法？
的地⽅？ What worked? / What 好的地⽅？ What didn’t work? / How would I improve / do differently next time?
have I done well? What have I done not so well?

知識管理能⼒ After Action Review

NOWLEDGE MANAGEMENT
⾏動後檢視
• 從「⾏動後檢視」中，我們可以

From “After Action Reviews”, we can

• 知識的獲得 Gaining knowledge

• 有效地記錄活動/學習過程中的得着

• 知識的累積 Accumulating knowledge
effectively capture lessons learned from activities / the
learning processes

• 知識的應⽤ Applying knowledge

• 持續地檢視成果及⼀些做法的成效 (⽽不是等到事情完結了
• 知識的分享 Sharing knowledge
才檢討，例如學期完結後)

continuously review how well we did and the
• 知識的創新 Creating knowledge effectiveness of strategies (instead of evaluating when
everything has finished, e.g. end of school term)

• 幫助我們持續進步和⾯對轉變

help us improve continuously and face changes
 Write down 3 things you have learnt in this lesson.

寫下三樣你在這節課堂學到的東⻄。

Activity 4:
活動四: Write down 2 things in this lesson that you find interesting / want to know more.

寫下這節中兩樣你感到有趣 / 希望知多⼀點的東⻄。

Write down 1 thing that you would try to put into practice.

寫下⼀樣你會嘗試應⽤的東⻄。