“探究式学习在幼儿教育情景中的应用”

幼儿创新教育探索活动 

An Innovative Education Workshop on "the Application of Inquiry Learning in the Context of Early Childhood Education" 

 

 

2022 年7 月6 日CISA 和维多利亚(中国)教育集团邀请了全球IB 专家Kath Murdoch,在线为中国的IB 教育工作者、家长们进行了关于“探究式学习在幼儿教育情景中的应用”的分享,维多利亚(中国)教育集团总校长以及CISA 副会长孔美琪博士作为活动的主持人,维多利亚(中国)教育集团校董吴嘉愉女士作为活动的问答环节嘉宾。 

On July 6, 2022, CISA and Victoria (China) education group invited global IB exp ert Kath Murdoch to share "the Application of Inquiry Learning in the Context of Early Childhood Education" for IB educators and parents in China online. Dr. Maggie Koong, the Chief Principal of Victoria (China) Education Group and Vice President of CISA, served as the moderator of the event, and Ms. Melanie Ng, Executive Director of Victoria (China) Education Group, served as the guest of the Q & A session of the event. 

 

 

Kath Murdoch 是一位探究课程专家。Kath 著有15 本书和大量的出版文章--包括最畅销的《The Power of Inquiry 探究的力量》(2015 年),她在探究式学习领域的工作受到广泛尊重,她在该领域的教学、研究和出版已经超过30 年。 

Kath Murdoch is an inquiry-based curriculum specialist. Kath is the author of 15 books and numerous articles for teachers – including the best-selling “The Power of Inquiry” (2015). Kath is widely respected for her work in the field of inquiry-based learning in which she has taught, researched and published for well over 30 years. 

 

Kath 的职业生活始于澳大利亚墨尔本的一名课堂教师。她对学生如何构建自己的理解非常着迷,而且她对问题和大概念推动课程的方式很感兴趣,因此很快就对综合和探究式教学法产生了热情。这种热情已经成为她在教学、研究和写作方面的长期重点。Kath 所擅长的方法现在是世界上许多地方的课程框架的核心--包括流行的国际文凭课程和PYP 课程。 

Kath began her professional life as a classroom teacher in Melbourne, Australia. Her fascination in how students’ constructed their understandings and her interest in the 

way questions and big ideas could drive curriculum soon lead to a passion for integrative and inquiry based methodologies. This passion has become a career long focus for teaching, research and writing. The methodologies in which Kath specialises are now central to curriculum frameworks in many parts of the world – including the popular International Baccalaureate, PYP programme. 

 

Kath是一个受欢迎的主题演讲者和会议主持人。无论是在她的家乡墨尔本,还是在世界的另一端,无论是与一个团队合作,还是在座无虚席的礼堂演讲,Kath的风格都是令人耳目一新的实用性、包容性和始终与真实的教学世界相联系。 

She is a popular keynote speaker and conference presenter. Whether in her home town of Melbourne or on the other side of the world, working with a team or speaking to a packed auditorium Kath’s style is refreshingly practical, inclusive and always connected to the real world of teaching. 

 

在本次的主旨演讲“探究式学习在幼儿教育情境中的应用”中,Kath首先向观众提问:“当我们想起探究时,进入脑海中的第一个画面是什么?” 她的答案是: 

In this keynote address, Kath began by asking the audience, "What is the first image that enters our minds when we think of inquiry?" And provided her answer: 

 

01

 

 

探究是一种将学习者视为有能力、有思想的调查者的方法。带着加深理解,培养技能,磨炼品格的目的,我们共同探索好奇、解决问题、迎接挑战,完成作为一名学习者的成长使命。 

An approach that sees the learner as a competent thoughtful investigator. Wonders, problems challenges are explored with the aim of deepening understanding and strengthening the skills and dispositions that allow us to thrive and grow as learners. 

 

02

 

 

探究是积极收集和分析信息,而这个过程本身就是成长。 

Actively gathering and analysing information, which often leads to or is in the service of some kind of contribution. 

 

03

 

 

探究不是一个学科。它是教育者和学习者的基本立场或 "存在方式"。我们一起作为一个探究学习的共同体,彼此共同成长。 

Is not a subject. It is a stance or “way of being” for both educators and learners. Together we operate as a community of inquiry-learning and growing with each other. 

 

 

七条能够增强幼儿探究真实性的实用建议

Seven practical suggestions to enhance the 

authenticity of children's enquiries 

 

01

 

 

老师需要真正了解孩子的方方面面,而不是仅仅将孩子视作学生。 

Know your children as people – not just ‘students.’ 

 

●老师需要从家长这里了解孩子的兴趣爱好和背景 

Gather data from parents about your children’s interests and backgrounds 

●在新学年开始的时候,老师们和孩子们需要互相探究,了解彼此,知道大家是谁? 

Beginning the year with an inquiry into each other (who we are). 

●我们对自己学校的孩子们的生活了解多少? 

What do we know about the lives of the children in this school community? 

 

02

 

 

老师在教学中需要静下心来,专注地倾听孩子的声音,并及时给予孩子回应。 

Listen, notice and respond. 

 

●给孩子提供大量的可以玩耍的机会

Provide plenty of opportunities for play 

●花时间去倾听,记录孩子的问题和理论 

Make time to listen - and document questions and theories 

利用“规划会议”作为分享孩子学习档案的好机会。这是对孩子思考的“导入”,让探究循环自然展开。

Use planning meetings as an opportunity to share documentation of children’s learning. This is ‘tuning in’ to children’s thinking and allows the cycle of inquiry to unfold naturally. 

●老师们可以问自己一些问题

Some questions to ask ourselves 

※我们该如何帮助自己真正倾听我们的孩子 们?

How might we help ourselves truly listen to our young learners? 

※我们如何在探究中融入更多的游戏?

How might we encourage more play as the context for inquiry? 

※我们如何更好地记录我们注意到的内容,并使用这些记录为后续步骤提供信息?

How might we better document what we notice and use this documentation to inform next steps? 

※我们如何帮助自己倾听自己内心的声音?

How might we help ourselves listen to our own inner voice? 

 

03

 

 

老师需要学会敏锐地在社教、情感和环境中捕捉有意义的探究机会

Use what is around you - your social, emotional and physical contexts are abundant with invitations to and opportunities for purposeful inquiry 

 

●对自发的惊奇时刻保持开放的心态--这是一些最丰富的探究诞生的地方 

Stay open to the spontaneous moment of wonder-this is where some of the richest inquiry is born 

04

 

 

老师需要确保探究目的、探究过程中的参与的人、面对的用户都是真实的。 

Inquire for real purposes, with real people, real audiences to develop real products 

 

05

 

 

老师需要从概念,而非主题出发备课和思考。 

Think big: concepts not topics 

 

06

 

 

老师需要鼓励孩子在团队对话中分享自己的理论,并提出问题。 

Engage in group dialogue to share theories, identify question. 

●真实的节奏,真实的对话

Authentic pacing, authentic dialogue 

课堂上的对话应该是以一种“生命的速度”,丰富、有意义的对话需要时间。有停顿、沉默、重定向、重新后退、前进。随着时间的推移,孩子们愿意深入学习。我们需要给他们(和我们自己)时间。

Conversations in the classroom should be at the “speed of life”, Rich, meaningful dialogue takes time. There are pauses, silences, redirections, back and forth. Children’s willingness to go deep grows over time. We need to give them (and ourselves) that time. 

 

07

 

 

老师需要成为真实的自己!

BE your authentic self! 

●孩子们会很敏感的发觉老师是有意引导孩子们做出某个回复。 

“Children spot a fake a mile away and respond accordingly. They seem to sort out the questions that really do not warrant and answer and are headed in only one direction – that of the teacher. 

 

●真正的对话发生在教师提出一些他们并不是自以为自己已经知道答案的时候。

True dialogue occurs when teachers ask questions to which they do not presume to already know the answer. 

 

 

Details page

"The Application of Inquiry Learning in Preschool Education Scenarios" Exploration Activity of Innovative Education for Preschoolers