The DSE English Exam Paper 1 (Reading) consists of two parts.  Students are given 1 hour and 30 minutes to complete the compulsory Part A and they can choose to attempt either Part B1, the easier section or Part B2, the more difficult section.

Within the time limit, students are required to read a variety of texts, process a large amount of information and answer about 50 to 60 questions of different types.

In order to succeed in this paper, students need to apply effective reading strategies (高效的閱讀策略) during the exam. They should avoid reading each and every word in a text.

According to the Senior Secondary English Language Curriculum Guide prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority, students should learn to be effective readers by adopting useful reading skills and strategies such as skimming (略讀) and scanning (掃描).

Using Effective Reading Strategies for DSE English Exam Paper 1

Skimming:

Before looking at the questions, students should skim the passage once to get a general impression (總體印象) of what the text is about. They should read the headings (標題), subheadings (副標題), the introductory paragraph (首段), the topic sentence (主題句) of each body paragraph, and the concluding paragraph (結尾段). The purpose of skimming is to gain an overall impression of the content and to understand the main idea (要旨、中心意思) of the text. This process usually takes about 5 to 8 minutes, depending on the length and difficulty of the text.

Scanning:

After obtaining a general impression of the text, students should read the questions one by one and look for the keywords (關鍵字) in each question. They should then go back to the text and scan rapidly for clue (線索) words and phrases that are relevant to the question. This time, students do not deal with the content of the text as a whole. Instead, they use the keywords in the questions to decide which part of the text to read, in order to locate specific (明確的) details and information (e.g. a name, a word, a number, a date, and a fact) and answer the questions effectively.

Recap:

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In Paper 1, questions are often asked to test candidates’ ability to interpret the writer’s tone and attitude in a text. The English Language Curriculum and Assessment Guide (Secondary 4 – 6) suggests that in order to be an effective reader, learners should be able to recognise ‘the tone, mood and intention of the writer and his or her attitude to the theme or topic’.

Let’s read the following questions from the past exam papers:

“What is the tone in paragraph 1?” 
 (HKDSE 2013 English Language Paper 1 Part A)

“How does the writer feel in paragraph 3?”

 
(HKDSE 2014 English Language Paper B1)

“What does the phrase ‘magical rituals and bizarre behaviours’ (line 20-21) suggest about the writer’s attitude towards superstitions?”

(HKDSE 2016 English Language Paper 1 Part A)

“Which word best describes the writer’s tone in paragraph 11?” 
(HKDSE 2016 English Language Paper 1 Part A)

“What does the word ‘seriously’ (line 47) say about the writer’s attitude to the magazine’s claim?”

(HKDSE 2016 English Language Paper 1 Part B2)

To answer these questions effectively, candidates need to consider the writer’s choice of words (選字) and the use of figures of speech and rhetorical devices (修辭手段) ,which help bring out the underlying meaning (潛在的意思) and convey the writer’s intent, tone and attitude.

Candidates should consider the following questions:
“What kinds of words does the writer use? Are they emotional (帶個人感情的) or neutral (中立的)? Objective (客觀的) or personal (個人/主觀的)?”
By considering the writer’s choice of words, one can interpret whether he or she has a positive, negative or neutral attitude towards a specific issue or event.

Very often, the tone and attitude of the writer are not explained or expressed directly. An effective reader should therefore be able to ‘read between the lines’ to sense the writer’s tone and recognise his or her attitude.

Candidates should consider the following questions:

Does the writer use figurative (形象化的) language? Does he/she use literary devices such as simile (明喻), metaphor (暗喻), symbolism (象徵) and irony (諷刺) to make a specific point or convey deeper meanings?

Example:

There is just one problem. Superstitions doesn’t work. At least it doesn’t work in the way most people think it does. Superstitions is based on outdated and incorrect thinking. It comes from a time when people thought that luck was a strange force that could only be controlled by magical rituals and bizarre behaviours.

 (An extract from The Scientific Study of the lucky Mind by Professor Richard Wiseman,
 HKDSE 2016 English Language Paper 1 Part A Text 2)

Read the following extract from HKDSE 2016 Paper 1 Part A Reading Text 2:

Analysis:

The writer’s choice of words such as ‘problem’, ‘doesn’t work’, ‘outdated’, ‘incorrect’ set the tone for the paragraph. They show the writer’s negative attitude towards superstitions. The writer uses the adjectives ‘magical’ and ‘bizarre’ to describe the rituals and behaviours brought by superstitious beliefs. This shows that the writer believes superstitions are irrational, unscientific and questionable. Thus, one can see he is skeptical towards them.

Useful Resource for this Question Type:

To familiarise yourself with the common adjectives which describe the writer’s tone and attitude, visit the following website:

https://copywritinginaction.com.au/tone/

(The Writer’s A–Z of Attitudinal Tonalities, TONE IS ATTITUDE — ATTITUDE IS TONE.)

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The Listening and Integrated Skills paper is a component that carries the heaviest weighting (30%) in the English subject mark. The paper consists of two parts. Part A is compulsory and it includes 4 theme-based tasks. For Part B, candidates are required to attempt either Section 1 (easier) or Section 2 (more difficult). Let’s focus on Part A this time.

Tips for Paper 3 Part A

Part A consists of 4 tasks which are designed to be progressively (逐步地) more difficult.

Common item types (常見題型):

multiple-choice, gap fill (空白填補), table/diagram completion (完成表格/圖表), picture labelling (圖片標籤), short answer, summary/paraphrase of key ideas (要旨的摘要/釋義), correction of wrong information

Essential skills and strategies:

To succeed in Paper 3 Part A, candidates should be able to:

• interpret the purpose, situation (情境) and meaning of a range of spoken texts
• understand speakers’ intentions (意向/動機), views, attitudes (態度) or feelings
• identify main ideas and the key details in spoken texts
• understand the use of discourse markers (言談標記) e.g. however, still, even so, besides, otherwise, indeed
• distinguish (辨別) between facts (事實) and opinions (意見) in spoken texts
• transform (轉換) direct speech (直接引述) in a conversation into a suitable form to produce grammatically correct answers
• understand speakers with a range of accents (口音) and language varieties

(Source: Hong Kong English Language Curriculum and Assessment Guide (Secondary 4 – 6), the CDC and the HKEAA)

Recommendations for candidates:

During the preparation time:

• Familiarise yourself with the tasks.
• Read the situation (情境) and instructions carefully.
• Look at the headings (標題), sub-headings, prompts (提示) and choices to predict (推測) the likely development of a text.
• Identify the key words in the questions and predict the vocabulary you will hear in the recording
• Predict the required form of the answer (part of speech詞類) i.e. a single noun, noun phrase, a short clause etc.

While listening:

• Spot the key words in the question which are mentioned in the recording
• Listen for synonyms (同義詞) or implied (暗指/意味著的) words since the speaker may not use the same key words in the question sometimes
• For the more difficult tasks (especially in Task 3 and 4), it is important to gain an understanding of the whole section of conversation, so candidates should take notes first before coming back to complete their answers during the pauses.
• Task 3 and 4 are usually more challenging and may consist of questions requiring fuller answers in the form of complete sentences or clauses (分句).
• The content (內容) for task 3 and 4 may also be more intellectually challenging and required more interpretation (理解) and inference (推論).
• Sometimes, candidates may have to compose answers in their own words rather than relying on repeating the words they hear in the recording.

During the pauses:

• Check whether your answers make sense within the context (語境) of the situation.
• Check your spelling and grammar (especially tasks that require answers in complete sentences).

Spelling:

• Some tasks might include vocabulary words that are more difficult and harder to recognise but they are usually repeated in the recording e.g. ‘communist’, ‘architecture’ (2017 Paper 3 Part A Task 3); ‘thermal’, ‘tractor’ (2017 Paper 3 Part A Task 4); ‘predators’, ‘morality’ (2018 Paper 3 Part A Task 4).

Grammar:

• Pay attention to tenses.
  e.g. past tense: ‘he thought she needed to be grammatically perfect’past continuous: ‘was giving a talk about Hong Kong the next morning’
  (2017 Paper 3 Part A Task 4)
  conditional sentence type 1 (if + simple present, will-future): ‘the weaker rat will stop playing if it keeps losing’ (2018 Paper 3 Part A Task 4)
• Pay attention to subject-verb agreement (主詞與動詞一致性).
  e.g. Question: ‘What are the three key aspects mentioned in the definition of a game?’The noun phrase ‘a game’ can be replaced by the pronoun‘it’.
  → Answer: ‘(it) provides entertainment’, ‘(it) has an outcome or goal’, ‘(it) follows some set of rules’
     (2018 Paper 3 Part A Task 4)
• Pay attention to prepositions (介詞).
  e.g. ‘knowledge of Hong Kong’, ‘enthusiasm for/ interest in/ enthusiastic about/ interested in other countries’ cultures’ (2017 Paper 3 Part A Task 2)
• Pay attention to the plurality (複數) of nouns.
  e.g. ‘eight bit graphics’, ‘a few colours’, ‘complicated images’ (2017 Paper 3 Part A Task 3)
• Pay attention to the capitalization of proper nouns (專有名詞大寫) e. names of a specific person, place, or thing.
  e.g. ‘Railway Museum’, ‘the Chau family’ ‘Electric Road’, (2016 Paper 3 Part A Task 1 and 2)
  ‘World War 2’, ‘Germany, France’, ‘June 30^th’ (2017 Paper 3 Part A Task 1 and 2)
• Pay attention to passive voice (被動語態).
  e.g. ‘teenagers targeted as audience (by film industry)’ (2016 Paper 3 Part A Task 4)
  walls (are) taken down/ buildings material (are) required’ (2017 Paper 3 Part A Task 3)
  ‘topic has not been researched’ (2018 Paper 3 Part A Task 1)

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The DSE English Paper 4 (Speaking) is divided into two parts: Group Discussion and Individual Response. In order to succeed in this paper, candidates need to do well in four domains: Pronunciation and Delivery (發音與演講方式); Communication Strategies (溝通策略); Vocabulary and Language Patterns (字彙和句式)  and Ideas and Organisation (意見與組織). 

A. Format of Paper 4

B. Common Discussion Tasks

• giving opinions
• comparing and contrasting (比較和對比)
• discussing problems and solutions (討論問題和解決方案)
• making suggestions, choices or improvement
• discussing the pros and cons of a certain topic or issue (討論利弊)
• discussing the advantages and disadvantages of a proposal
• preparing arguments for and/or against a motion (討論支持/反對議題的論點)

Common Contexts/Situations

• work on a project
• organise an event
• promote an activity
• design a poster
• prepare for a debate

C. Things to do during Preparation Time

1. Read the text and the discussion task to understand the gist (要旨) of the passage and what to be discussed
2. Extract (摘錄) relevant information from the text which can be used later in the discussion
3. Make brief notes (use point form instead of writing out the whole speech)
4. Organise your ideas coherently (條理清晰地)

D. During the Discussion

• be polite and considerate
• speak audibly and clearly
• listen to others carefully
• respond sensibly to the ideas of others

E. Tips for Succeeding in Each Domain

 
Source: HKDSE English Language Paper 4 Marker’s Comments (2015-2018), HKEAA

Final Recommendation

• Remember that the examination format is collaborative (協作), not competitive (競爭的).
• A lively, interactive (互動的) discussion will help everyone in the group score high.
• Oppositely, if every candidate speaks without listening to each other, it will limit everyone to a lower score.
• Variety (多樣化) is important – use many types of vocabulary, language patterns, and interactions (explaining, asking questions, rephrasing, checking for understanding, etc).
• Don’t be afraid to ask a question if you feel lost – this shows your ability to ask for information and is not a weakness.
• Similarly, being able to simplify your language to help weaker candidates understand you is a really good thing to do.
• At last, keep a positive attitude and try to show that you are enjoying the discussion!

The post 【DSE英文口試Tips】Paper 4最緊要善用8分鐘 appeared first on 新城教育+.

In the last article, we have looked at the four domains that will be assessed in Paper 4 and explored the Do’s and Don’ts in the Group Discussion task. After the Group Discussion, the examiner will ask each candidate a follow-up question based on the discussion task. Each candidate will have 1 minute to answer the question.

In Part B Individual Response, candidates may be required to:

• make suggestions
• make and justify a choice
• decide on and explain a course of action
• argue for or against a position

Tips for success:

• Listen to the question carefully.
• If you have difficulty in understanding/ answering the question, you may:
  1. ask the examiner to repeat the question (“I’m sorry. Could you repeat the question, please?”)
  2. ask to be given another question (“I’m afraid I don’t really know how to respond to this question. Could you ask me another question, please?”)

But remember, this is included in the one-minute response time so try not to do so unless you think it is necessary.

• Start your response with a nice and clear opening.
• Avoid starting with formulaic (公式化的) expressions like “Thank you for your question” ✘ / “This is a good question” ✘/ “Today, I am going to talk about…” ✘
• Give comprehensive (詳盡的) responses:
•     Step 1. state your opinion    Step 2. give reasons to explain why you hold such an opinion    Step 3. expand on (進一步說明) your answers by:               – elaborating it with interesting examples
                 – relating to your personal experience (個人經驗)
• To end: just say “Thank you” instead of “This is the end of my presentation” ✘

Possible opening phrases for different question types:

Final recommendation:

1. Make full use of the one minute given.
2. Maintain appropriate eye contact with the examiner.
3. Try not to repeat what you have already said in the discussion.
4. There are no right or wrong answers but candidates who give an irrelevant (不相關的) response would not be awarded a high mark in domain 4 (Ideas & Organisation).

Source: HKDSE English Language Paper 4 Marker’s Comments (2015-2018), HKEAA

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大學聯招正式放榜，相信大家都祈求能夠「高中A1」，順利入讀心儀的大學及學系。但假如 JUPAS 結果不似預期，僅獲派較後的志願甚至未獲 offer，應該如何部署出路？是接受結果，還是轉讀副學士／高級文憑？在眾多的選擇中，你會考慮重考文憑試嗎？

一般而言，重考 DSE 的同學多是希望給自己多一次機會，用一年時間努力，換取更好的成績，「邊度跌低就喺邊度起返身」。可是，Retake 始終有一定風險，不代表每一個同學都必定成功，因此同學決定重考 DSE 前，應考慮下列幾個方面，從而衡量自己是否應該 retake。

為重考 DSE 作計劃及評估

重考 DSE 一般分為全部科目重考或部分科目重考，若然你只是主科未符合3322，或期望可以在部分科目提升1、2分的話，建議你只重考3-4科，因為距離下一屆 DSE 只有大半年時間，重考的同學應把握有限的時間，集中幾科有機會考取更佳成績的科目，這樣壓力也不會太大。另外，同學亦應該評估重考的科目預計取得的分數，了解提升成績的機會率。

了解DSE成績欠佳的原因

想要在下次 DSE 考取理想成績前，必須要認清自己的「死因」或者失手原因。失手原因因人而異，例如是懶惰、臨場發揮不佳、情緒受影響等。只要認清自己不足，才能夠在接下來的時間作針對性改善。若然你總結出 DSE 失手的主因是懶惰以致溫書不足，那麼未來一年你每日至少花6小時溫書，成績進步的可能性自然大大提升。相反如果你本身對讀書沒有興趣，而且對 DSE 成績沒有目標，即使 retake 也是浪費時間，很大可能重考後依然原地踏步，其他升學出路或者比較適合。

自律的重要

重考與過往在學校讀書的最大分別是：大部分時間都是自己一人面對，沒有老師督促你溫習，也沒有同學在身邊一起奮鬥（如果你想要學校讀書的感覺，可以選擇重讀）。至於 retake 是否浪費時間，在乎你如何運用時間，重考期間的關鍵就是「自律」，retaker 往往因 DSE 內容早已學過，從而失去對學習的興趣，怠慢了溫習進度。不少學生重考初期信心滿滿，目標清晰，可是過了1、2個月後，逐漸欠缺自律性，學習失去焦點。因此大家千萬不要忽略自律的重要性，嚴格管理好學習進度及時間，有決心地知道自己的堅持是為了更好的成績。

最後，重考文憑試一般需要在9月尾報名，因此有意重考的同學，要仔細考慮以上幾方面。另外，重考 DSE 的過程是孤單的，家人和朋友的支持十分重要，所以做決定前，不妨開心見誠與他們分享及傾談你的選擇。

來源：I am…青年職學平台

(以上文章內容，純屬專家個人意見，與本台/ 網站立場無關。)

【海外升學】4大熱門移民地點 升學概覽及一般 費用 比較

The post 【 JUPAS 放榜】 只差一點點先可以入U？重考DSE要考慮的事 appeared first on 新城教育+.

在構建綠色智慧城市的願景下，政府早前發布《香港電動車普及化路線圖》，闡述香港在2050前達致車輛零排放、推動電動車普及，以及培訓技術及維修專才的發展路向。受父親熱愛汽車的薰陶，香港專業教育學院（IVE） 汽車工程 高級文憑學生林定山（Jason），獲IVE安排在全港最大規模的電動車維修中心實習，利用電腦系統為電動車檢查及維修，進一步了解科技於 汽車工程 上的應用。

善用科技檢測電動車

「短短幾個月實習，我學會使用電腦系統，分析輪胎狀態，包括輪胎角度、胎壓等，再以四輪定位系統，量度及調整車輪位置及角度，確保汽車行駛時的穩定性。」Jason分享。

Jason指電動車恍如一個移動的電路裝置，從車輛的動力到運作零件都是高科技配置，包括探測車身周圍障礙物的感應器、鏡頭、雷達探測，以及車內的觸控屏等。他說﹕「電動車的基本檢查幾乎是全電腦化，例如汽車軟件未能自行更新時，便要利用維修中心的電腦系統找出問題所在。」而修讀IVE時掌握的汽車電子系統、系統控制技術等專業知識，有助他紥穩根基，在熱衷的 汽車工程 範疇上繼續升學進修，掌握行業應用的新科技，迎接傳統汽車及電動車並行發展的行業技術需要。

受父親影響成車迷

Jason矢志投身 汽車工程 業界，源於「汽車迷」的父親：「我自小幾乎每日都接觸汽車，除乘坐汽車外，我會與父親一起維修私家車，期間父親教導我相關工程小知識。我一到18歲便成功考取車牌，購買人生第一架車。」Jason中學畢業後決定將興趣發展成專業，報讀青年學院的汽車科技職專文憑，並順利升讀IVE 汽車工程 高級文憑。

面對急速多變的新世代，年輕人在成長路上需好好籌劃，父母的同行扶持亦擔當一定角色。職業訓練局（VTC）夥拍香港青年協會，將於6月19日舉辦的「停一停…聽聽子女的心聲」家長講座（www.vtc.edu.hk/ero/talk），由專家分享兩代溝通的技巧，助營造良好親子關係。

(以上文章內容，純屬專家個人意見，與本台/ 網站立場無關。)

【職涯焦點｜職場KOL】IVE畢業生開發AI實時 手語 翻譯APP 為聽障人士建構無障礙溝通

The post 【職涯焦點｜職場KOL】受父親影響成車迷 學生投身 汽車工程 科技 appeared first on 新城教育+.

不少創科企業均著重善用數碼科技，締造共融環境，每年5月的「全球無障礙關注日」（Global Accessibility Awareness Day）亦會舉辦活動，喚起社會關注。香港專業教育學院（IVE）軟件工程高級文憑畢業生早前利用人工智能（AI）、深度學習訓練和立體影像追蹤技術等科技，開發AI實時 手語 翻譯應用程式「SignChat」，協助不懂手語人士與聽障人士溝通，建構和諧社會。

善用人工智能科技

三名有份研發的IVE軟件工程高級文憑畢業生，亦憑AI實時 手語 翻譯應用程式「SignChat」，於「第6屆香港大學生創新及創業大賽」中，獲得創新項目資訊技術組別的三等獎。

「SignChat」主要運用人工智能（Artificial Intelligence）科技提供實時 手語 翻譯，分析手勢轉化成有用數據，並透過深度學習訓練及AI技術訓練系統辨認不同手語的意思。配合立體影像追蹤技術，「SignChat」可辨識雙手的動作，範圍包括手指、手掌和手腕等合共約二十個檢測點，配合表情和口形分析，能有效分辨和理解不同 手語 ，包括日常生活常用到的對話，如「早晨，你好嗎」、「我想食漢堡包」等。

深度學習提升翻譯準確度

開發成員之一温子軒分享設計意念：「我於小學時曾學習手語，了解到聽障人士的需要，入讀IVE後希望善用所學協助社會有需要的人士，遂想到開發一個操作簡單的手語翻譯應用程式，促進社會共融。

子軒期望「SignChat」日後可應用於日常生活中，研發過程費盡心思：「最具挑戰是要儲存足夠數據訓練AI科技進行深度學習，我們要將手語反覆輸入系統，每一個手勢需輸入至少30至50次，令應用程式能辨別及準確翻譯每一個手勢的意思。

市場上有一些利用手套感應器來分析手勢的翻譯工具，但「SignChat」操作簡單，無需額外裝置，僅需一部備有攝錄功能的智能電話即可操作。IVE（沙田）資訊科技系署理高級講師郭譽豪正與IVE資訊科技學科師生繼續優化作品，他說：「現時應用程式處於初步開發階段，可辨認簡單詞語和由不同詞語組合成的簡短句子，我們希望於今年內可豐富系統的 手語 資料庫，進一步提升程式功能。」

(以上文章內容，純屬專家個人意見，與本台/ 網站立場無關。)

【職涯焦點｜職場KOL】IT師生開發幼童健康紀錄 雲端 管理系統 提升幼兒中心效能

The post 【職涯焦點｜職場KOL】IVE畢業生開發AI實時 手語 翻譯APP 為聽障人士建構無障礙溝通 appeared first on 新城教育+.

不少雙職母親需依靠日間託兒中心照顧子女。香港專業教育學院（IVE）資訊科技學科學生研發「幼童健康紀錄 雲端 管理系統」，方便雙職母親實時了解子女日間作息情況，以便安心工作；幼兒中心職員則減省筆錄資料的負擔，善用時間關注幼兒心智和自理能力發展。

幼童的日常點滴

幼兒中心職員除細心照料幼兒外，亦需詳細記錄他們起居作息情況，如體溫、皮膚狀況、活動表現評估、膳食情況等，然而，過往在用紙、筆記錄的情況下，家長只能於放學後到中心查閱；職員亦需花大量時間抄寫，日後要從厚重的文件中翻查紀錄更甚為費時。

機構效能的提升

正使用系統的基督教香港崇真會恩樂園（恩樂園），其園長何月儀指：「職員現只需利用app輸入資料，便可快捷、準確地記錄幼童日常起居及健康情況，亦可騰出更多時間關注幼童的心智發展、自理能力和感觀探索等，令在職家長更放心將子女託管於幼兒中心。」何園長指 雲端 數據管理系統有助中心進行數據分析，了解同齡幼童健康和成長發展情況。

加密設定保私隱

參與開發系統的IVE 雲端 系統及數據中心管理高級文憑課程學生羅鎂晴說：「我們活用課程教授有關 雲端 運算、應用程式編寫及網站編寫等知識，網站設計著重簡單和方便使用（User-friendly），助工作繁忙的在職父母隨時登入網站，了解子女實時情況。」而另一隊員凌寶珠則表示，團隊在開發時特別注意私隱設定，中心職員輸入的資料會經過加密處理，並使用加密的 雲端 資料庫作雙重認證。透過權限設定，家長亦只能瀏覽自己小孩的資料，確保資料安全。

IVE研發團隊會繼續與恩樂園合作進一步改良系統，希望日後將系統推展至其他中心使用。

(以上文章內容，純屬專家個人意見，與本台/ 網站立場無關。)

【職涯焦點｜職場KOL】IT畢業生運用AI分析 跑姿 助跑手跑得正確又健康

The post 【職涯焦點｜職場KOL】IT師生開發幼童健康紀錄 雲端 管理系統 提升幼兒中心效能 appeared first on 新城教育+.

疫情下不少運動愛好者轉戰戶外跑步鍛煉身體，正確 跑姿 除有助提升運動表現，亦可避免傷患。香港專業教育學院（IVE）人工智能及手機軟件開發高級文憑畢業生早前開發人工智能（AI） 跑姿 分析應用程式，作品於多個比賽中獲獎，並由中學田徑隊試用。

AI科技實時分析 跑姿

IVE資訊科技學科團隊開發的AI跑姿分析應用程式「Performance Runner」，備有立體圖像識別技術，可透過AI技術分析影像，辨別跑步時骨骼擺動位置。成員之一、IVE人工智能及手機軟件開發高級文憑畢業生李耀朗介紹用法：「用家只需利用智能電話拍攝跑步片段或匯入影片，應用程式可實時顯示肩膀、手肘、臀部和膝蓋在跑步時的擺動角度，同時亦以圖表表達身體不同部位在跑步時的角度變化及傾向。」

跑步後，「Performance Runner」應用程式隨即提供 跑姿 表現評估，跑步影片和數據亦可儲存作日後重溫，助經驗跑手或教練透過不斷評估了解跑姿變化，提升跑步表現。

改善訓練 跑姿

另一成員鍾緯誠分享：「我平日愛以跑步鍛鍊身體，留意到街上跑手 跑姿 不一，亦了解不少跑手因跑姿有誤而導致傷患。加上在疫情下，不少跑步訓練需暫停，我便靈機一動，想用科技助跑友們自行訓練跑姿。」他指「Performance Runner」應用程式無需傳感器裝置，只需一部智能電話即可實時分析跑姿，設備簡單輕便，適合戶外訓練。

用後感：自行訓練好幫手

IVE團隊現與長沙灣天主教英文中學田徑隊合作，田徑隊負責老師循用家方向，就標準 跑姿 和田徑訓練提供專業意見。該校田徑隊學生秦椲楠亦曾試用應用程式進行訓練，他指：「以往教練憑專業經驗糾正 跑姿 ，往往需教練在場協助，但此應用程式可實時分析我的步姿，並提供科學化數據，在訓練後可隨時重溫，有助我自行訓練時改善跑步時肢體擺動。」

疫情令各行業加速數碼化，掌握AI、大數據、區塊鏈等新科技的專才於職場將佔一定優勢。IVE（沙田）資訊科技系署理高級講師郭譽豪指人工智能技術、用戶體驗及界面設計等資訊科技知識，廣泛應用於智能電話、平版電腦及穿戴式裝置的應用程式上，IVE資訊科技學科畢業生掌握相關科技知識，有助提升競爭力。

(以上文章內容，純屬專家個人意見，與本台/ 網站立場無關。)

【職涯焦點｜職場KOL】回收物都識自行分類？師生善用 AI 推動 環保

The post 【職涯焦點｜職場KOL】IT畢業生運用AI分析 跑姿 助跑手跑得正確又健康 appeared first on 新城教育+.