童梦童享国际教育: 揭秘方案教学法的核心本质

童梦童享国际教育: 揭秘方案教学法的核心本质
2018年08月15日 18:20 新浪教育

  童梦童享国际教育秉持着“玩以致学,学以致用”的教育理念,运用国际标准的课程为孩子带来对世界文化之间的尊重、理解与融合。同时,童梦童享以新家庭教育为特色,将“健康”、“尊重”、“好奇心”作为幼儿成长过程中的三大护身符,努力将幼儿塑造为拥有身心健康、体能充沛,具备自信、正直、乐观的高贵品格,拥有批判性思考能力、敏锐的观察能力以及出色的沟通能力的世界公民。

  家庭教育是幼儿教育的启蒙,它是孩童认识人与世界,建立道德评判标准的基础。童梦童享国际教育崇尚家庭教育与校园教育科学结合,为给幼儿带来具有科学依据、成长可视化的家庭教育体验,集团倾力打造了全新教育理念——新家庭教育。我们将以专业系统的辅助与指导,改善初为家长的焦虑状态,提升家庭为孩子带来的良性影响,为幼儿带来优秀的“原生家庭教育”。

密苏里大学课程和教学领导力与政策和基础学院博士、美国资深方案教学专家Karrie Snider密苏里大学课程和教学领导力与政策和基础学院博士、美国资深方案教学专家Karrie Snider

  主持人:各位网友大家好,欢迎锁定新浪网教育频道,这里正在进行的是《新浪教育会客厅》特别访谈节目。今天我们为大家邀请到的是来自密苏里大学课程和教学领导力与政策和基础学院博士、美国资深方案教学专家Karrie Snider。欢迎您!

  另外一位是来自童梦童享国际教育教研部总监,同时也是悉尼大学教育学和西悉尼大学翻译学双硕士吕薇女士,欢迎您!

  首先第一个问题我们想请教一下Karrie,您作为全球顶尖的方案教学的专家,您在美国也是一直致力于方案教学的研究和探讨,可能对于很多中国的家长还不是很了解,您能给我们分享一下关于方案教学法的起源和特点吗?

  Karrie Snider:The project approach originated around 1900-1918 two philosophers William Kirkpatrick and John Dewey. Dewey is who we really contribute most of what we think about project work. Dewey’s ideas about education as experience really understanding that the more children and learners are experiencing real authentic engagement with real life artifacts real life experiences and things that children are really interested in they learn better.

  方案教学法起源于1900-1918年左右由两位哲学家William Kirkpatrick和John Dewey提出。杜威是真正对我们方案教学工作做出大量贡献的人,基于杜威的教育思想,我们了解到,体验过自己真正喜欢的现实生活或是真实世界的孩子学习会更加优秀。

  His ideas were put into motion by two professors from the states Lillian Katz and Sylvia Chard now at the same time as DR Katz and Chard were working on really helping to outline the second part of the question the characteristics of project teaching. Reggio Emilia in Italy did some notable work on project work and some other schools in Britain also had a lot of predominance in project work but we attribute the origin of project work with John Dewey so his ideas along with were really put into motion by DR Judy Harris Helm who I work with and has graciously asked me to come here and visit with you all.

  他的想法由来自美国的Lillian Katz和Sylvia Chard两位教授启动,现在与Dr. Katz和Chard正在努力勾勒出问题的第二部分,即方案教学的特点。意大利的瑞吉欧艾米利亚在方案教学工作上做出了相应的贡献,英国的其他一些学校也在奉献他们的努力,但我们还是将项目工作的起源归功于约翰·杜威。此次前来我也代表着裘迪·哈里斯·赫尔姆博士的亲切问候,同时她也是跟该理论紧密相关并付诸实践的领军人物。

  So the characteristics of the project teaching might be different in terms of traditional teaching so we traditionally think about behavior or transmission. The teacher knows the lesson has planned ahead of time and is very much scripted.

  方案教学的特点可能与传统教学不同,传统教学考虑的是行为或传播。老师安排的课程是提前做好教案的,自己只需要照本宣科。

  So the difference with the project approach is the topics emerge from children’s interests and is connected culturally to their background and experiences and particularly for early childhood children in the preschool years we want to have those topics be connected to things they can experience in there circle of influence. So in project teaching you instead of being the instructor the all-knowing teacher you are alongside the children investigating their own questions about things they are interested in learning about. You are a facilitator a guide someone who can provoke and help children think so one of the things about the project approach that’s a very important characteristic is that it stimulates intellectual capacity of both the children and the teachers.

  方案教学的区别是主题从儿童的兴趣、连接的文化背景和经验出发,尤其是处于学前教育阶段的儿童,我们想要教学的主题能与他们平时的生活和体验相关联。所以在方案教学中,你要和孩子们一起调查他们感兴趣的问题,而不是当一个无所不知的老师。而应该一个助人为乐的人,一个能激励和帮助孩子的人。

  A few more characteristics about the project teaching there are 3 phases.

  The first phase is just playing around with a topic figuring out what they are curious about bringing in provocation explore materials figure out what their questions are.

  During phase 2 which is the longest part of project work could last 4-6 weeks in some classes can last longer. During this time child are doing lots of discussions with friends, experts and their teachers. They are actively investigating there questions they do a lot with representation so there representing their ideas and field work. Field work is a very important characteristic of this type of teaching so instead of the teacher reading from a book telling them about an experience the teacher takes the children to the experience or brings the experience to their children. That’s a very unique characteristic were the children are actively engaged in the physical world learning about topics they are interested in.

  In the third phase the children become the teachers they prepare and plan they put together displays and celebrate their learning threw a culminating event this can be done in many many different ways but the trick is the children decide so in project teaching the teacher helps to bring balance threw facilitating and guiding through provocations and interest areas that the teacher sets up in the environment and makes connections to the curriculum standards at the same time the teacher allows the children to be very important parts in that learning.

  方案教学的几个特点有三个阶段:第一阶段只是围绕着一个主题来玩,弄清楚并引入他们感兴趣的东西作为探索材料,弄清楚他们的问题是什么。在第二阶段,这是项目工作中最长的部分,在一些课程中可以持续4周-6周。在这段时间里,孩子们与朋友、专家和老师进行了大量的讨论。他们积极地调查第一阶段提出的问题,做了很多关于他们自己的想法和现场实施的工作。身临其境是这种教学方式的一个非常重要的特点,老师不是从书本上给他们讲述一个经历,而是把孩子带到体验中,或者把体验带给孩子,这是非常独特的。

  第三阶段方案教学的工作是孩子们将自己做为教师来一起准备和计划,把各自要展示的内容放在一起。最终小朋友还可以用不同的方式来庆祝他们的学习成果,最重要的是孩子自己决定庆祝的方式。在方案教学中,老师需要建立一个与教学课程标准相关的环境,刺激小朋友的兴趣,通过有效的指导去平衡课堂。同时,教师也需要允许孩子们在课堂教学中扮演非常重要的角色。

  主持人:您是为什么这么多年一直在推崇方案教学法呢?又是为什么会选择在幼教阶段实行这个教学法呢?

  Karrie Snider:I am now a researcher and a teacher educator normally my full time work is as a university professor at the university of central Missouri and there I work with early childhood students. I actually teacher pre-service teachers. But prior to doing what I do now I was a teacher myself and over 23 years ago when I first started teaching this is how I taught my students and I have found from my own experience and threw research that the project approach helps all children learn children who have a different social economical background, language background, cultural background. Classrooms that can be very diverse intellectual ability and experiences vary greatly.

  我现在是研究员和教师教育者,通常我的全职工作是密苏里州中部大学的大学教授,在那里我和从事早期教育的学生一起工作。实际上我是幼儿老师们的导师。但我在做现在的这份工作之前,我自己就是一名老师,23年前,当我第一次开始教学时,我是自己的老师。我用自我教学的经验去教我的学生们,并把这些经验投入研究去帮助所有的学生,也有利于幼教老师们去了解学习有不同的社会经济背景、语言背景、文化背景的孩子们,因为具有非常多样化的智力和经验的班级差异很大。

  The project work works for all children and helps children to be very successful in school there actively engaged in there learning which is one of the reasons why I advocate for project work teaching and I focus on researching project approach because we have a lot of research that tells the stories you know stories are so powerful as a parent and as a teacher and when I read stories about children’s learning and how parents have felt when their children have been involved in project work and teachers experience those stories it’s all very wonderful.

  方案教学适用于所有儿童,帮助孩子在学校取得成功,积极参与学习,这是我提倡方案教学的原因之一。我专注于研究方案教学法,因为我们有很多研究关于你所知道的涉及父母和老师们的故事。当我阅读关于孩子们学习以及父母在孩子参与方案教学后的感受,还有教师体验的故事时,我都觉得非常精彩。

  Most of the research are case studies. One of the reasons why I am focusing so much on the project approach research is because we need more quantitate studies that are rigorously designed so that we can control for some of the factors that might influence children’s education.

  大多数研究都是案例研究。我非常关注方案教学研究的原因之一是因为我们需要进行更严格的定量研究,以便我们能够控制可能影响儿童教育的一些因素。

  For example, families and schools do a lot of teaching outside project work so we really need some more intricate research designs and really increase the sample size and the amount of schools who are doing the project approach so that we can test this against the learning outcomes I have a lot of qualitative outcomes that I can share about children and teacher’s growth and development. I chose to apply the project approach at elementary level I taught in elementary and early childhood schools so for all children and for me the project approach is number one in how it can help children optimally learn and grow. I chose to apply it in preschool education because our youngest learners are not only the most vulnerable but they come to class with their own natural disposition. Children are curious they want to play touch explore build and create and so if I was teaching using the transmission model I would tell them what it is I show them In a book then tell them how to write it that doesn’t help them internalize an experience and so I know how the brain works and the brain is really seeking to be engaged in stimulating experiences so when children go and connect with real objects and real people and experience those connections to the real parts of their lives then what happens is the external function is optimized. And so the goal is not only to help children learn academic skills but we need children especially of our era the technological era. And our children are going to be doing more with technology so the project approach really helps develop intellectualism it helps children how to problem solve analyze compute and communicate and be flexible thinkers and so what we have to think about is how do we want our children to take care of our future global society and we want to prepare our children with the fullest capacity of thinking that we can I believe the project approach is what does that for children.

  例如,家庭和学校在项目工作之外做了很多教学,所以我们需要一些更复杂的研究设计,真正增加样本规模和实行方案教学的学校数量,以便我们可以根据学习成果进行测试。我有许多分享都是关于儿童和教师成长与发展的定性结果。我选择在小学和幼儿学校教授的初级水平的方案教学法,因此对于所有孩子和我来说,方案教学法在如何帮助孩子最佳地学习和成长方面排名第一。我选择将它应用于学前教育,不仅是因为我们最年轻的学习者是最脆弱的,而且他们以自己的天性来上课。孩子们充满好奇心,他们想通过玩乐、触摸去探索、去创建,所以如果我用传输模式去教学,给小朋友展示书中的内容,并告诉他们怎样写书,这种方式并不能帮助他们内化经验。通过这件事我知道大脑是如何工作的,大脑真正想要的是刺激体验。所以当孩子们去与真实物体和真实的人体验与他们生活中真实部分的联系时,那么外在环境的功能是优化。所以我们的目标不仅仅是帮助孩子们学习学术技能,而且特别需要的是我们这个时代的孩子们需要学习更多技术的东西。我们的孩子将在技术方面做得更多,所以项目方法确实有助于发展智力,它帮助孩子通过分析计算和沟通去解决问题,并成为灵活的思想家。所以我们要考虑的是如何想让孩子们照顾我们未来的全球社会,我们希望以最充分的思维能力为我们的孩子做好准备,我们相信方案教学可以帮到我们的孩子们。

  主持人:听了您的教学理念,我们还想更加深入的了解方案教学法,具体是从哪些方面去培养和提升孩子的能力?通过学习在哪些方面有比较突出的变化呢?另外,对孩子的探究和学习有什么样的提升的影响?

  Karrie Snider:Well project work by design really means children have to be engaged and independent learners so the project approach starting with the last part of the question how it helps children study and explore is that is actually how the project is designed as the children’s questions are recorded by the teacher the teacher then plans act and lessons that are connected to standards and other areas of study and then designs these in a way that children will actively engage and that really helps children’s natural innate ability of wanting to explore and that’s very positive many of the case studies and the research that’s been published really talk about all aspects of children’s learning has increased because of their work in the project things like there literacy using reading and writing and reading first time. Children learn mathematical content. Teachers have noticed how these aspects of learning has increased and in many other studies they talk about unique things so for example there is a case study about children who carried out a water project out of this learning the children contributed to their local community effort and so children not only grow in their own intellect but learn about others in there world so when you think about social and emotional development and how children can share in conversations and co- construct knowledge with their teacher and their peers it’s very important.

  方案教学的工作确实意味着儿童必须参与和独立学习,所以项目方法从问题的最后部分开始,它设计的方式旨在如何帮助儿童学习和探索。在方案教学法中,老师根据孩子的问题,连接教学的标准和自己对其他领域的学习经验去设计课程方案,用以真正帮助小朋友积极地参与课堂,这对于发展小朋友探索的天性来说也有积极的效果。已经发表的研究表明由于方案教学的使用,例如使用阅读和写作以及识字,孩子的学习都有所上升。孩子们学习数学内容。教师已经注意到学习的这些方面是如何增加的,并且在许多其他研究中他们谈到了孩子独特性的事情。例如,有一个案例研究,关于孩子们从这个学习中开展“水项目”,孩子们的努力为当地社区做出了贡献做出了贡献,所以孩子们不仅要在自己的智力上成长,要在那里学习其他的东西。所以当你考虑孩子的社交和情感发展以及他们如何与老师和同伴分享对话和共同知识时,这一点非常重要。

  Specifically, the teaching that improves children’s abilities I would just share one story with you briefly here the project approach works for all children so last year in a yearlong project that I led one of our classroom teachers worked with special needs children so many were handicapped or medically diagnosed or medical fragile and some were deaf or nonverbal. During project work one of the children who had not been able to speak yet developed a vocabulary and became verbal throughout the project and that is a tremendous testimony to the kind of process that is introduced to children and their able to really experience learning in a different way and that helps all of those children.

  具体来说,提高孩子能力的教学我想简单与你分享一个故事,所以在去年一个为期一年的项目中,我带领我们的一位课堂老师与有特殊需要的孩子一起工作,他们都是残障人士或者医学诊断的聋哑人。在项目工作期间,一个无法说话的孩子在整个项目中开发了一个词汇并成功开口说出这个词汇,对于孩子来说,这次的实验的过程和结果是一个巨大见证,让他们知道帮助其他孩子的不同方式。

  主持人:可以看出方案教学法其实在美国已经很成熟,据了解到,您在这方面的研究也受到过很多学校的邀请,这一次为什么会接受童梦童享国际教育的邀请,一起进行这个方案的创新和推行呢?

  Karrie Snider:As I mentioned Dr. Judy Harris Helm is our national expert she is an international expert but she is our national expert in the USA and I have been working with her for quite some time and many of our other colleagues in china. I have been able to meet them at our national training that we have every year so I choose to come primarily because I was invited and it was a wonderful invitation and also because I am very curious because I know that weather it’s a different state country or classroom teachers who are trying to learn how to do the project approach and working with children and families who are doing the project approach its always interesting to learn new perspectives but at the same time I can share my experiences in order to help the T.T. School really do some ground breaking work in Beijing and the larger area which I think is very important. In china there has actually been some research done on the project approach already about ten years ago there has been several publications and a lot of times that happens because its university professors that have the interest in project work to really get it popularized so anytime we can have community partners I work with a lot of community partners back in the state that I’m from so I just consider the TT organization and Vivian and all of her group as an extension of those community partnerships I really firmly believe that the project approach is an important element I believe that every school if every school were learning in this way we would have joyous happy children they would be ready for the world when they are older citizens and their parents would be very happy with their schools. Parents and teachers are more strongly connected when the class has project work going on so really being able to be invited here just helps me learn more about what other teachers are interested in and gives me the opportunity to share my knowledge and my research with others.

  正如我所提到的,裘迪·哈里斯·赫尔姆博士是我们的国家级专家,也是我们在美国际专家,我和她以及我们在中国的许多其他同事一起工作了很长一段时间。我能够在每年的培训中遇到他们,所以我选择参加他的邀请,而且对我来说,这是一个很好的邀请。因为我知道不同的州和不同的课堂都正在努力学习方案教学法,参与尝试方案教学法的家庭和小朋友们都对这一新的方面展示出极大的兴趣。与此同时我可以分享我的经验,以便真正帮助在北京的童梦童享国际教育,我认为在一些大区域做一些突破性的工作是非常重要的。在中国,实际上已经对方案教学进行了一些研究,大约十年前已经出现了一些出版物,那是因为对方案教学感兴趣的大学教授真正让它普及,所以我们随时都可以有合作伙伴,我和很多合作伙伴一起回到我所在的州,所以我考虑童梦童享国际教育和Vivienne以及她所在的团队帮助我们处理合作伙伴团体间的关系。我坚信方案教学是一个重要因素,如果每所学校都以这种方式学习,我们就会有我们就会拥有更多的快乐孩子。当他们是老年公民时,他们会为世界做好准备,他们的父母会对他们的学校感到满意。当班级进行方案教学时,家长和老师之间的联系更紧密,才能真正能够被邀请来帮助我了解更多关于其他老师感兴趣的内容,并让我有机会与他人分享我的知识和研究。

  主持人:非常感谢您的解答。

  下面我们就把舞台交给吕薇女士,如今您作为童梦童享教育的教研部总监,您对课程的体系的选择和实际运用一定有着非常长远的思考。请问您是基于什么样的考虑选择了方案教学法?

  吕薇:方案教学法从某种程度上来说,它是特别注重孩子从情感上、从智力以及在社会能力上都是非常丰满的一个人。所以,从这一点出发,和我们童梦童享国际教育提出的“玩以致学、学以致用”的教育理念是非常匹配的。而且很多家长和老师都会认为,儿童在学习的过程中,做一些游戏、手工劳动或者是他日常的一些活动,这应该是作为一些正常学习之外的解脱,或者是一些额外的让孩子们能够放松的一种方式。但根据John Dewey的理论,游戏实际上是应该贯穿于整个教学的过程中,能够帮助孩子在玩的过程中来学习。学习了之后,在做中学。这些理论基本上和我们童梦童享的教育理念是非常一致的。所以从某种程度上来说,我们的课程体系和我们采用的方案教学法,能够最大化地帮助到我们的孩子。

  主持人:换种方式理解的话就是说方案教学法和我们的理念达到了一种契合的状态。

  吕薇:对。

  主持人:您之前在澳洲从事教育工作多年,对于方案教学法在中国的落地和结合,和国外有什么不同?您有什么特别的心得么?

  吕薇:今天我跟Karrie Snider过来的时候还在讨论这个问题。实际上在中国,方案教学法不是一个特别新鲜的事物了,但是这么多年一直以来,很多老师能够把它应用得很好的实际上是凤毛麟角。因为在这个过程中需要老师第一有很丰富的知识储备。另外,他要有非常先进的国际理论,同时他又善于学习,能够把学到的方式方法应用到自己的教学中。最重要的一点是要改变自己教学的态度,比如我们传统的教学里面,老师更多的是注重去把知识的灌输和一些学习的方法教给我们的孩子。但在方案教学法里,更多是以孩子的兴趣为出发点,以儿童为中心,来引导他们动手做一些游戏,做一些活动,然后积极地去思考、去反思、去探究,这样的一个过程和我们传统的教学方式方法还是不一样的。

  在这个过程中,我们发现我们的老师在应用方案教学法的时候是面临着很大的挑战的。

  第一,英语是很多老师先面临的第一关,他需要有比较强的英语口语能力。

  第二,需要我们的老师能够有一个非常国际化的思维模式,他能够接受方案教学法,同时他要相信方案教学法能够真正地帮助到我们的孩子,能够真正地引发孩子们学习的兴趣。这几个关键点都需要我们的老师在这个过程中努力去实践,通过实践过程中来总结经验,同时能够让它落地,能够领悟到我们的方式方法目的是什么。

  这实际上是一个比较漫长的过程,需要给老师提供不间断的培训,让他们从认知的理念、国际化的程度上面,包括跟我们孩子沟通的方式上面,都要有所改变。

  主持人:您刚才也说了有很多挑战,那我比较好奇了,童梦童享是如何将方案教学法应用到教学当中的呢?与行业中其他的国际幼儿园有什么不同的地方?

  吕薇:我们会把方案教学法贯穿到一日的生活流程中。方案教学法有一点和别的教学法不太一样的是,它希望孩子能够从真实的场景中学到应该学到的知识。这一点跟John Dewey当时提出的“学校即社会”这个理念是非常一致的。所以,我们希望我们的孩子在我们的校园里,他学到的东西都是真实的场景里面去学习,我们会给孩子们提供很多真实场景中会出现的事物。比如说我们会在班级里养班级宠物,可以是小蝌蚪、小鱼,或者是小猫这样真实的小动物。我们不希望我们的教育带给大家的是,老师拿着一本书告诉小朋友小猫是怎么长大的,我们更希望的是在真实的场景下,孩子们自己去探索,我们养的这个小动物从第一天来到我们的班级里面,到他三年毕业之后,这个小动物可能伴随着他一起长大,这样一个探索的过程。我们在探究的过程可以学到小动物的方方面面,比如他的体积是怎么样长大的,它有哪些变化,让小朋友们观察。他观察的过程中,可以以绘画的形式,跟小朋友交谈的形式,跟老师反馈的形式,同时还可以以一些记录或者照片各种各样的方式方法来探索。这是一个真实的世界,我们希望我们的学校就是给孩子们提供一个真实的世界,让他通过真实世界里面的学习来认识真实的事物,这个是在我们的校园里面能够看得到的一个突出的亮点。而这些所有的方案教学法的理论实施和落地的过程,都会贯穿在我们一日的生活流程中,我们会从英文课程和中文课程,方方面面都会让我们的老师学习运用方案教学法而不是像传统的幼儿园。他可能更多的是让外教去应用这样的一种方式方法,而中教老师多数还是采用传统的教学方法。我们希望我们的教学团队能够融合得非常好,大家都以同样的教学方法给我们的孩子来授课,让他们能从中获得最大的收益。

  主持人:确实学到了很多,您刚才提到的班级宠物,实际上也是孩子和小动物一起成长的过程。

  吕薇:对,非常有趣。

  主持人:好的,今天非常幸运能够参与两位嘉宾精彩分享,再次感谢两位的到来。那么以上就是本期节目的全部内容了,感谢大家的收看,我们下期再会!

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