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  • In response to the tragedy of World War II, people from the town Reggio Emilia

    為了應對第二次世界大戰的悲劇,雷焦艾米利亞鎮的人們。

  • developed a new model of education. War ought to never happened again.

    開發了一種新的教育模式。戰爭不應該再發生。

  • Led by Loris Malaguzzi, a teacher, their idea was to enhance a child's learning

    在Loris Malaguzzi老師的帶領下,他們的想法是提高孩子的學習能力。

  • through real-life experiences instead of a fixed curriculum so that each child

    通過真實的生活體驗而不是固定的課程,讓每個孩子

  • develops a love for discovery, forms a personality of their own and learns to

    培養熱愛探索的情懷,形成自己的個性,學會

  • respect others. Land, money, food and skills for the first preschool were

    尊重他人。第一所幼兒園的土地、金錢、食物和技能是

  • provided by the community. The Reggio Emilia

    由社區提供。雷焦艾米利亞

  • approach is based on the philosophy of an image of a child. All children are

    方法是基於兒童形象的理念。所有兒童都是

  • viewed full of potential, with an innate sense of curiosity and endless

    被看成是充滿潛力的,具有與生俱來的好奇心和無盡的好奇心。

  • imagination. They are creative, capable of constructing their own learning and they

    的想象力。他們具有創造性,能夠構建自己的學問,而且他們

  • have a natural interest to explore while they follow their own interests they

    在他們追隨自己的興趣時,他們有一種天生的探索興趣。

  • also stay connected with others. Adults nurture their learning by providing a

    也與他人保持聯繫。成年人通過提供

  • rich environment and support. Instead of a one-size-fits-all curriculum Reggio

    豐富的環境和支持。瑞吉歐的課程並不是千篇一律的,而是有針對性的。

  • Emilia uses a child centered approach and project-based learning projects can

    艾蜜莉亞採用以兒童為中心的方法,項目式學習項目可

  • emerge anytime, for example during play. Teachers can observe and create

    隨時出現,比如在遊戲中。教師可以通過觀察和創造

  • opportunities for new learning at a specific instance for example by opening

    在特定情況下,為新的學習提供機會,例如,通過打開

  • up new environments, letting children raise thought-provoking questions or by

    了新的環境,讓孩子們提出發人深省的問題,或通過。

  • inviting others to collaborate after an intervention. The children take control

    在干預後邀請他人合作。兒童控制

  • and progress independently until the project is finished and can be shared

    並獨立推進,直到項目完成,可以共享。

  • with others. Throughout a project children naturally embody the spirit of

    與他人。在整個項目過程中,孩子們自然而然地體現出了

  • researchers, risk takers, designers and explorers. They make hypotheses, try new

    研究者、冒險者、設計者和探索者。他們提出假設,嘗試新的

  • things, investigate, play and imagine. To progress

    事、調查、遊戲和想象。為了進步

  • the explorers raise the questions, the researchers give feedback and the

    探討者提出問題,研究者提供反饋意見,並在此基礎上,對問題進行探討。

  • designers demonstrate ideas and prototypes.

    設計師展示想法和原型。

  • Lastly they all turn their theories into reality and construct experiments

    最後,他們都把理論變成了現實,並構建了實驗。

  • together. The learning becomes social with endless ways to solve specific

    一起學習。學習變成了社會性的,有無窮的方法來解決具體的

  • problems. To promote the development of creativity teaches step aside and let

    問題。為了促進創造力的發展,教書匠靠邊站,讓

  • mistakes happen. The conflicts that can follow nurture their social skills.

    錯誤的發生。之後的衝突可以培養他們的社交能力。

  • Because conflicts teach children to speak, to listen, to argue and to discuss,

    因為衝突教會了孩子們說話、傾聽、爭論和討論。

  • then learn to accept different opinions and to respect others for who they are.

    然後學會接受不同的意見,尊重他人的身份。

  • If two kids discuss a problem a third can have an idea and the entire group

    如果兩個孩子討論一個問題,第三個孩子可以有一個想法,整個小組就會有一個想法

  • learns the value of teamwork. Teachers document projects through pictures,

    學會了團隊合作的價值。教師通過圖片記錄項目。

  • videos or written observations. The learnings become visible in photographs,

    錄像或書面觀察。學習的內容在照片中變得清晰可見。

  • drawings or sculptures, ideas, quotes and transcripts of conversations are put

    繪畫或雕塑、想法、引文和談話記錄都被放在一起。

  • onto the walls. The children can later revisit their achievements, see projects

    到牆上。孩子們以後可以重新審視自己的成果,查看項目。

  • that were left unfinished and learn that failure is part of the path to

    並瞭解到,失敗是通向成功之路的一部分。

  • progress. They built confidence in their own abilities. But teachers aren't

    進展。他們對自己的能力建立了信心。但老師不是

  • instructors, instead they are companions in the child's own journey of discovery.

    指導者,而是孩子自己探索之旅的同伴。

  • They can introduce books, show new tools or offer entirely new perspectives.

    他們可以介紹書籍,展示新的工具或提供全新的觀點。

  • However they always remain mindful not to take over the constructive learning

    然而,他們始終注意不接管建設性的學習。

  • process knowing that this limits a child's endless imaginations and

    過程中知道,這限制了孩子的無限想象力和

  • motivation. The children are fully in charge and develop a sense of ownership

    的積極性。孩子們充分當家作主,培養了主人翁意識

  • of their own progress, the foundation for a love for lifelong learning. Malaguzzi

    自己的進步,為熱愛終身學習打下基礎。Malaguzzi

  • believed that there are 100 languages children can use to express themselves:

    相信孩子們可以用100種語言來表達自己。

  • they paint, sculpt, drum, whisper and hark they build, listen, speak or sing and

    他們畫畫、雕刻、打鼓、低語和叫喊 他們建造、傾聽、說話或唱歌,以及

  • dance and they play, which Einstein allegedly said, is the highest form of

    舞蹈和他們玩,據說愛因斯坦說,這是最高形式的。

  • research. Children learn from adults, other

    研究。兒童向成人學習,其他

  • students, the environment which is regarded as the third teacher. Rich in

    學生,被視為第三位老師的環境。豐富的

  • materials the space is designed to spark curiosity, creation and discovery.

    材料的空間設計是為了激發好奇心、創造和發現。

  • Ideally there is an open kitchen and big windows so the children can see what's

    理想的情況是有一個開放式的廚房和大窗戶,讓孩子們可以看到什麼。

  • happening outside, just like at an Italian town square, a piazza, where

    就像在意大利的城市廣場上一樣,在露天廣場上。

  • we can observe the lives of other members of our community. Parents are

    我們可以觀察我們社區其他成員的生活。父母是

  • regarded is the last part of this education. To deepen their knowledge of a

    被視為是這種教育的最後一部分。為了加深他們對一個

  • child centered education they are encouraged to learn from and with the

    以兒童為中心的教育,他們被鼓勵學習,並與之合作。

  • teachers and children so when the children come home after school they can

    老師和孩子們,所以當孩子們放學回家後,他們能

  • continue to be researchers, risk takers and explorers. Malaguzzi once said: "stand

    繼續做研究者、冒險者和探索者。馬拉古茲曾經說過"站在...

  • aside for a while and leave room for learners, observe carefully what children

    一旁,給學習者留出空間,仔細觀察孩子們的情況

  • do and then if you have understood well, perhaps teaching will be different from

    做,然後如果你理解得很好,也許教學就會有別於

  • before". Maybe one day our small researchers and explorers will grow into

    前"。也許有一天,我們的小研究者和探索者會成長為

  • the big inventors and great explorers.

    大發明家和偉大的探險家。

  • Millions of students from all around the globe have watched our sprouts videos

    來自世界各地的數百萬學生觀看了我們的芽菜視頻。

  • for better learning, thousands of teachers play them in their classrooms

    為了更好的學習,成千上萬的教師在課堂上播放他們的作品

  • to start projects, volunteers on YouTube have translated them to over 25

    志願者們在YouTube上將這些項目翻譯成超過25種語言。

  • languages. Our mission is to promote learning by doing in classrooms around

    語言。我們的使命是在課堂上通過實踐促進學習,圍繞著

  • the world if you are a great explainer and a passionate teacher and you want to

    世界,如果你是一個偉大的解釋者和一個充滿激情的老師,你想成為一個偉大的解釋者。

  • help us develop outstanding content contact us, to support our channel with a

    幫助我們開發優秀的內容聯繫我們,以支持我們的管道與

  • donation visit patreon.com/sprouts.

    捐款請訪問 patreon.com/sprouts。

In response to the tragedy of World War II, people from the town Reggio Emilia

為了應對第二次世界大戰的悲劇,雷焦艾米利亞鎮的人們。

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雷焦艾米利亞教育 (Reggio Emilia Education)

  • 7 1
    Summer 發佈於 2020 年 11 月 30 日
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