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让每个孩子成为心智自由的个体，终身的学习者和积极的创新者，是教育的最终美好愿景。

Making every child an intelligent and thoughtful individual, a lifelong learner and an active innovator is the ultimate beautiful vision of education.

奥地利心理学家、哲学家弗洛伊德曾说：“精神健康的人，总是努力的工作及爱人，只要能做到这两件事，其他的是就没什么困难。” 可见，精神健康、有解决问题的能力和行为效能，有爱的能力和品质是一个心智自由、向阳而生的个体的幸福福祉和舒适状态。

智能时代需要在新情景中具备解决问题能力的创新者和心智自由的终身学习者。芬兰政府在2014年《基础教育国家核心课程大纲》（National Core Curriculum for Basic Education）中提出了新学习本质的学习观：学生是积极的学习者，唯有帮助他们成为自我学习者（自己设定目标、掌握学习策略、反思学习）并让他们体会到学习的乐趣，才能让他们成为终身的学习者，因为学习不是仅仅在学校的一段时间，而是为了自己的终身发展。适应环境，拥有对生活和学习的热爱，拥有解决问题的能力和勇气，有自己的价值准则和独立人格，精神丰盈，富有想象力和创造力，将学习所得用于创造更丰沛的人生和更美好的世界，让每个孩子成为心智自由的个体，终身的学习者和积极的创新者，是教育的最终美好愿景。

Sigmund Freud once said: “Mentally healthy people always work hard & love people, and as long as they can do those two things, the rest is nothing difficult.”

It is evident that mental health, problem solving ability and action effectiveness, ability to love and personality qualities are the happy well-being and comfortable state of an intelligent and thoughtful, positive and optimistic individual. The intelligent age of innovation requires innovators with problem-solving skills in new scenarios and lifelong learners who are thoughtful, intelligent and independent.

为理解而教

理解幼儿项目化学习的背景意义

Teaching for Understanding

Understanding the Contextual Significance of Project-Based Learning for Young Children

近年来以解决真实问题为核心驱动，调动所有的知识、态度、能力和品质等创造性地解决问题，形成公开成果，对核心概念、知识和技能在新情景中迁移并实现深刻理解与素养生长的项目化学习方法成为一种热潮，在我国已提升为教育改革和创新重要战略之一。项目化学习也是非常适合幼儿自我成长并获得发展的一种较好的学习模式。

教师在采取实践一种教学法的过程中，首先是对其背景和意义的深刻理解，才能抓住教学法的精髓开展有深度的课程实践。

在青浦平和幼儿园，随着对项目化课程实践的理论研磨与深刻理解，老师和孩子们的项目化学习实践也走向深度对话与意义探寻。

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In recent years, the project-based learning method, which is driven by solving real problems, mobilizing all knowledge, attitudes, abilities and qualities to solve problems creatively, forming public outcomes, migrating core concepts, knowledge and skills in new scenarios, and achieving a deeper understanding and growth in literacy, has become a hot trend and has been upgraded to one of the most important strategies for educational reform and innovation in China. Project-based learning is also a better teaching model that is well suited to the self-growth and development of young children.

In the process of adopting a pedagogy to carry out teaching practice, the first thing is to have a deep understanding of its core features and meanings in order to grasp the essence of the pedagogy to carry out in-depth curriculum practice.

At SPKQ, with the discussion and deep understanding of project-based learning curriculum practices, project-based learning practices in kindergarten are moving towards deeper dialogues and meaning-seeking.

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问题驱动

调动全脑参与，激活多种联系

?The brain is active and multiple connections are linked

项目化学习探索中，基于真实问题的驱动，幼儿积极参与过程中，其大脑神经元连接强度增加，由于兴趣刺激和临近发展区的困难挑战，让神经元之间释放大量多巴胺，这个过程中，两种神经元连接的模式得以发生，即专注模式和发散模式。比如在蜜蜂酒店项目中，孩子们“拯救蜜蜂“的项目行动中，在专注于问题提出、观察、信息收集和建设蜜蜂酒店的方案实施，但同时在情感和场景迁移的共探中，神经元会在不知不觉中发挥作用，自发地产生了很多创造性的新链接，这时候发散模式产生了。比如，孩子们在模拟蜜蜂采蜜的过程联想到像是在跳舞的舞蹈行为，蜜蜂蜂蜜的作用联想到生活中蜂蜜的各种用途，并延伸出用蜂蜜制作唇膏的分支小项目。这一项目化探究过程中，带动了幼儿们的情绪性体验、联系性记忆与理解、以及碎片式内容探究的关系建立和信息整合，促进心智发展。

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In the project-based learning exploration, based on the real problem, the children actively participate in the process, their brain neuronal connection strength increases, due to the interest stimulation and the difficult challenge of the adjacent developmental area, so that the neurons release a large amount of dopamine, the process of neuronal connectivity can take place in two modes: the focus mode and the diffusion mode. For example, in the project of saving bees and building a bee hotel, the children focused on problem formulation, observation, information collection and implementation of the program of building a bee hotel, but at the same time, in the co-exploration of emotion and scene migration, neurons would function unconsciously, and a lot of creative new links were spontaneously generated, which can be considered as the emergence of the divergent mode from the perspective of brain science. Another example is that the children associated the simulation of a bee collecting honey with the act of dancing, the role of bee honey with the various uses of honey in their lives, and extended the branching mini-project of making lip balm with honey. This process of project-based inquiry led to emotional experiences, connected memory, and understanding, and relationship building and information integration of fragmented content inquiry for wisdom and thought development.

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蜜蜂酒店项目剪影

项目的开启

“拯救蜜蜂”这个主题源自小D班教师和孩子们在一个偶然事件中的发现，将兴趣点聚焦在自然环境里，蜜蜂在困境中的问题解决。当孩子们在幼儿园大厅发现了一只死亡的蜜蜂，展开了为什么蜜蜂死亡了，蜜蜂消失了，于是他们决定发起一场拯救蜜蜂的计划。我们的孩子们开始了解并找出导致蜜蜂消失（或死亡）的问题，并希望找到他们认为可以参与的解决方案。

When the children found a dead bee in the kindergarten hall, they began to understand why the bee had died and disappeared, and decided to start a program to save the bee. Our children set out to understand and find out what caused the bee to disappear (or die) and hopefully find a solution that they thought they could be a part of.

随着季节的变化，很多昆虫消失了，包括蜜蜂，他们去哪里了呢？有些蜜蜂还面临特殊困境。

为此我们投放了一些催化剂，诸如声音、蜜蜂玩具、音乐、视频、探索桌和蜂蜜（蜂窝）等，一连串的问题开启了“拯救蜜蜂，建立蜜蜂酒店”项目化的前置研究。

蜜蜂长什么样？

蜜蜂生活在哪里？

蜜蜂有哪些种类？

他们的声音有什么区别？

蜜蜂吃什么？

蜜蜂喜欢什么？

蜜蜂喜欢拜访哪些花？

蜜蜂在冬天为什么消失了？

如果所有的蜜蜂都消失了，会发生什么？

蜜蜂有什么价值作用？

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As the seasons change, many insects disappear, including bees – where do they go? With the children so interested in bees, we took the opportunity to put in place interest provoking materials such as sounds, bee toys, music, videos, discovery tables and honey (honeycomb). A series of questions from the children also started the pre-study for the project “Save the Bees, Build a Bee Hotel”.

What do bees look like?

Where do bees live?

What kinds of bees are there?

What is the difference between their voices?

What do bees eat? What do bees like?

What flowers do bees like to visit?

Why do bees disappear in winter?

What would happen if all the bees disappeared?

What is the valuable role of bees?

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展开过程

孩子们通过收集资料，小组讨论与投票，决定做一个蜜蜂酒店来拯救蜜蜂。用蜜蜂喜欢的花朵创建一个花园，并一起为蜜蜂创建一个家（蜜蜂酒店）。考虑到尽可能用生活中随处可见的材料来创建蜜蜂酒店。最后，孩子们在投票中产生了分歧，两组决定分别用不同材料建造蜜蜂酒店，一组选择了用轮胎作为支撑结构，吸管作为蜜蜂酒店内部的蜂房；另一组选择用木头作为支撑，用葵花囊做蜂房；两组实验来观察对比蜜蜂喜欢哪个蜂巢酒店，并进一步探究背后的原因。

经过近两个月的学习，孩子们不仅创造出蜜蜂酒店，还能够熟练地介绍蜜蜂的身体结构，知道蜜蜂的种类和分工，我们还一起模拟了蜜蜂授粉的过程，学跳“圆圈舞”，感受蜜蜂的辛劳。

在户外“Bee-friendly Flower Hunt”的活动中，孩子们在学校周围寻找蜜蜂喜欢的花朵。在探寻的过程中培养小朋友们的观察能力，激发他们对大自然探索的热情。

在这个过程中，还针对蜜蜂酒店需要的蜂蜜材料，孩子们探究了蜂蜜的价值和使用的分解驱动问题，一起从蜂房里提取蜂蜜，并用蜜蜂、蜂蜡一起制作了唇膏。孩子们能更直观地看到蜜蜂生产的东西（蜂蜜和蜂蜡）和我们家中所用的东西的联系。

对于驱动型问题的探究过程中，将思维“桥接“到具有更深度的学习和可迁移的概念上，促进认知发展，并让学习素养得以生长。在这个蜜蜂酒店的项目过程中，孩子们的观察、对比、分析、诊断、反思等高阶思维和学习品质得以获得发展与建构，基于如何拯救蜜蜂-建设蜜蜂酒店的问题驱动，孩子们对材料、结构、蜜蜂习性与特征，建构问题与困难等开展的深入探究，以及在过程中采访养蜂人，实践考察，对比调整方案等过程中，充分锻炼并实现了幼儿素养生长和心智发展。

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After gathering information, group discussion and voting, the children decided to save the bees by making a bee hotel. Create a garden with the bees’ favorite flowers and work together to create a home (bee hotel) for the bees. In the end, the children were divided in their votes on what materials to use for the hive. One group chose to use tires as the support structure and straws as the hive inside the bee hotel, while the other group chose to use wood as the support and sunflower sacs as the hive; the two sets of experiments were conducted to observe and compare which hive hotel the honeybees preferred, and to carry out an analytical discussion on the specific reasons for the different results.

After nearly two months of learning and exploring, the children not only built a bee hotel, but also were able to skillfully introduce the body structure of bees, know the types of bees and the division of labor. The children also simulated the process of bee pollination by learning to dance in a circle and understood the quality of the hard work of bees.

In the outdoor “Bee-friendly Flower Hunt” activity, children search for bee-friendly flowers around the school. This activity develops the children’s observation skills and inspires them to explore nature.

In this process, in response to the honey materials needed for the bee hotel, the children launched an inquiry about the value and use of honey in decomposition-driven questions, and they made lip balm using bees and beeswax together. The children were able to visualize more of a connection between what the bees produce (honey and beeswax) and what we use in our homes.

It is important to ‘bridge’ thinking to deeper learning and transferable concepts in the process of driven problem solving to promote cognitive development and allow for the development of learning skills and individual good qualities.

During the course of the bee hotel project, the children’s higher thinking and learning qualities of observation, comparison, analysis, diagnosis and reflection are developed and constructed. Based on the problem-driven question of how to save the bees and build a bee hotel, the children carried out in-depth investigations on materials, structures, bee habits and characteristics, construction problems and difficulties, etc. During the process, they interviewed the beekeeper, went on field trips, and made comparisons and adjustments to the plan, which all fully practiced and realized the comprehensive qualities of the young children’s individuality and the development of their minds.

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用高阶学习带动低阶学习

让幼儿经历有意义的学习实践

Engaging Young Children in Meaningful Learning Practices

项目化学习要锻炼和培育学生在复杂情景中的灵活的心智转换，是一种包含知识、行动和态度的“实习实践”,而不是按部就班地完成探究的流程。

——夏雪梅博士

项目化的最大魅力在于，一开始就用感兴趣的，富有挑战性的问题创造高阶思维的情景，激发孩子们学习的内动力，共同决策中确定具有问题解决、创造、系统性分析推理等高阶认知策略的项目任务，让孩子们在由强大的驱动型问题所产生的内动力下创造一个真实的项目作品（Perkins, 2016）。在这个过程中，与材料和环境等互动中，进行必要的具体的低阶学习，最终过程中实现学习素养的建构和知识的深度理解与建构。当孩子们的经验和具体知识技能被问题结构化、组织化在项目开展中，真实的学习和发展才会发生。碎片知识的归类和知识网的建构，迁移和应用，意义价值的关联，自身与世界的联系，这些是学习的本质价值。

项目化学习是有意义的实践，在做中学，在真实世界中解决问题。而这一实践中整合了技能、态度、情感和行动，是复合的多样化的实践，通过实践促进个体多元化发展。下面我们通过中E班食物存储案例的项目片段剪影感受有意义的学习实践的项目魅力。

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Project-based learning is a “concrete practice” that involves knowledge, actions and attitudes, rather than a step-by-step process of inquiry, and its main purpose is to develop healthy personality qualities, to exercise and cultivate students’ flexibility and wisdom in complex situations and the transformation of ideas, as well as the application of innovative thinking in specific situations.

——Xia xueme

The great appeal of project-based learning is the internal motivation of children to learn by creating concrete scenarios of higher-level thinking with interesting and challenging questions at the beginning of the inquiry. Project tasks with advanced cognitive strategies such as problem solving, creativity, and systematic analytical reasoning are identified in shared decision-making. Motivate children to create an authentic project piece with internal motivation generated by a powerful driving question (Perkins, 2016).

Next, let’s look at an example of a food storage project carried out by teachers and children from K2E class in SPKQ to experience the praiseworthy aspects of meaningful practice in project-based learning.

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食物的储存项目剪影

How to preserve food—at a glance

核心驱动问题：怎么保存大地的馈赠

在PBL项目中，寻找小朋友的兴趣点，驱动他们去探索是很关键的一部分。秋天的大地给予了我们丰富的蔬菜水果，粮食等，它们健康又新鲜，宝贝们很开心的每天都用他们玩各种游戏，买卖食材，扮演角色，做实验，可刚过了一个星期，大家就发现，这些食物慢慢变得干瘪，腐烂，开始坏掉了，大家都在叹息着，这些蔬菜水果好可怜。

要怎么才能让他们”活得”更久一些，怎么保存呢，问题的小种子开始萌发。宝贝们细心的发现，在所有的蔬菜水果粮食中，南瓜，玉米，萝卜都没有坏掉，在散步时，也发现了很多班级进行了晒秋活动，师幼也共同了解了晒秋这一传统保存食物的习俗，“是不是只要把食物晒干了，就可以更好的保存了呢”，同时，我们的自然专家老师—惠惠老师把一些发芽了的红薯种起来了，“是不是把这些食物种起来就可以保存更久长出更多的食物了呢”。实践是检验真理的唯一标准，那就动手做起来吧。老师并没有着急告诉孩子一些理论知识与道理，而是希望大家可以勇敢尝试，动手实践，这才是学习和成长最好的方式。

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Core Driving Problem: How to Preserve Food from the Gifts of the Earth

Finding children’s interests and driving them to explore is a key part of PBL programs. In the fall, the earth gave us an abundance of vegetables, fruits, grains, etc. They were healthy and fresh, and the children were very happy to play various games with them every day, such as buying and selling ingredients, playing roles, and doing experiments. However, after just one week, we all noticed that the food slowly became dried out, rotten, and started to go bad, and we all sighed, “How poor are these vegetables and fruits.

What would it take to keep them-‘alive-‘ a little longer, and how to preserve them? The little seeds of the problem began to sprout. Among all the vegetables and fruits and grains, the children found pumpkins, corn, and radishes that had not gone bad. During the walk, they also found out that many classes conducted sun-drying activities. Teachers and children also learned together about sun-drying, a traditional custom of preserving food, and whether it is possible to preserve food better by just drying it in the sun. Inspired by Ms. Hui-Hui, a nature expert teacher, the children planted some sprouted sweet potatoes together. At this time, some children will ask: “Is it true that by planting this food, we can keep it longer and grow more food?” Practice is the only test of truth, so let’s do it. The teacher didn’t rush to tell the children some theoretical knowledge and reasoning, but hoped that we could try bravely and put our hands into practice, which is the best way to learn and grow.

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探究历程1

我们通过上周的讨论，实践两种不同的保存食物方法：

1. 晒干法：大家利用independent learning 时间，切萝卜，剥玉米，放在簸箩里进行晾晒，仅仅一个中午，宝贝们就看到了食物神奇变小，脱水干燥～我们将继续晾晒更多的食物哦，看看有什么神奇变化吧～

2. 种植法：我们把班级的大蒜播下，分别进行了水培和土培，刚刚过了两天，小朋友就发现了大蒜的下方长出了根须，上面也冒出了一些绿色的芽，大家也准备用观察记录表的方式记录下大蒜的成长，看看是不是真的可以一直种出可以吃的食物～

最后，由于存放了一周多的蔬菜水果坏的越来越严重了，已经到了不得不和他们说再见的时候，那就好好告个别吧。结合孩子们最近经常读的绘本《情绪小怪兽》用心去问一问这些“老朋友”，你今天的心情是怎么样呢，再去采访下刚来的新鲜水果们，静下心来，真的可以听到他们的回答哦，好好完成食物晴雨表吧，让我们学会更多的保存食物的方法吧，让我们的食物别像我们的“老朋友”一样伤心啦。

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Learning Journey Part 1

Last week, we discussed two different ways to preserve food:

1. Methods of drying food:

We used the independent learning time to cut radishes and peel corn, and then dried these vegetables. In just one noon, the children saw that the vegetables had become smaller.

We will continue to dry more food and see what magical changes occur in vegetables .

2. Methods of planting vegetables:

The children planted garlic in the water and in the soil. Two days later, the children noticed that the garlic had roots and green shoots coming out of it. The children recorded the growth and changes of garlic.

Finally, the children said goodbye to the vegetables and fruits that had been stored for over a week as they had been rotting badly. The teacher and the children read the picture book “The Color Monster” together to try to feel the emotions of rotting food. Together they made a statistical tables to represent the emotions of the food.

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探究历程2

孩子们和老师共同阅读了书籍《新鲜食物巧保存》，大家发现很多的食物做成果酱，蜜饯，泡菜后，就可以保存更长的时间，大家决定水果和蔬菜类各选一种腌制美食来制作

在图书《新鲜事物巧保存》的食谱里，小朋友很快就被色泽明亮的百香果柠檬蜂蜜茶吸引了，同时蔬菜类大家选择了Yash老师推荐的黄瓜胡萝卜泡菜～

在学习了烹饪安全注意事项后，大家就连续泡在厨房里啦，虽然我们并不需要用到电和火，但是给宝贝们提供真实环境在PBL项目中还是很重要的。大家在老师帮助及食谱指导下，自主完成了，洗，切，拌，倒，装等流程。

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Learning Journey Part 2

The children and the teacher read books about preserving food. Through reading, children learn that many fruits and vegetables can be made into jams, preserves, pickles, and then can be kept for a longer time.

In this book, some children are attracted by fruit tea and decide to make fruit tea.

Other children chose the cucumber and carrot pickles recommended by Teacher Yash.

After learning about cooking safety precautions, everyone spent days in the kitchen.

Although we don’t need to use electricity and fire,but in PBL, it is important to provide children with a realistic environment.

With the help of the teacher and the guidance of the recipe, children completed the process of washing, cutting, mixing, pouring and filling by themselves.

←向左滑动，查看中文版本

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探究历程3

我们的食物保存法今天出成果啦，经过一段时间，宝贝们很开心的看到了我们的三个方法都大获成功！

1. 种植法的大蒜已经长出了蒜苗

2. 腌制法的泡菜和百香果柠檬蜂蜜茶今天也第一次开罐～宝贝们都亲自尝试了一下两样美食，不但还是非常新鲜，风味还很棒哦～

3. 晒干法的玉米，今天也通过破壁机打成了玉米粉，可以放在粥里一起熬煮成美味的玉米粥～

在过去的这几周时间里，大家尝试了种植大蒜，制作泡菜，腌制水果茶，烘干水果，做果酱，做玉米粉，一切都是为了思考怎么样才可以保存下大地给予我们的礼物，丰富又美味的食物哦，大家同时也通过流程图的方式，记录回忆了我们制作这些美食的过程～形成了食谱，并用我们自己制作的过程，完成了两本英文绘本故事《Pickle》，《Fruit Tea》

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Swie left to read English version

Learning Journey Part 3

After a while, children were happy to see that all three of our food preservation methods were successful!

1. How to plant: The garlic has already produced garlic shoots

2. Pickling method: Today, children opened kimchi and fruit tea, and they tasted the two delicacies, fresh and delicious.

3. Drying method: the children put the dried corn in the wall breaker and turned it into cornmeal. It makes a nice polenta.

In the past few weeks, the children have experimented with planting garlic, making pickles, making fruit tea, drying fruit, making jam, and making cornmeal.

By exploring and thinking about a series of ways to preserve food and drawing the process of making food, the children finally made two English picture books and gave themselves as books. 《Pickle》, 《Fruit Tea 》

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探究历程4

在大地礼赞的结题日子，K2E的小朋友为全校的教职人员设置了暖心茶室，给大家品尝我们做的果茶，果干，泡菜和玉米粉，也和老师们分享一下如何更好的保存食物，读一读我们自制的英文绘本书，希望我们的努力可以让更多人珍惜大地给我们丰富的馈赠，不浪费食物～很开心的看到孩子们今天自信大方的和学校的老师们分享着成果，用礼貌的用语说：老师好，请喝我们做的百香果蜂蜜柠檬茶，请尝尝我们做的泡菜，玉米粉，也可以熟练的说出制作的流程图，大蒜如何成长，可以向外教老师用英文介绍我们的自制书《Pickle》，《Fruit Tea》

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Swie left to read English version

Learning Journey Part 4

On the closing day of our Hymn to mother nature program, the children of K2E set up a warm tea room for the entire school staff. They invited everyone to taste their fruit tea, dried fruit, pickles, and corn flour, and to share with the teachers how to preserve food better, and to read our homemade picture books in English. The children hoped that what they did would make more people appreciate the richness of the earth’s gifts to us and not waste food.

I am very happy to see the children confidently and generously sharing their achievements with the teachers at school today, using polite phrases to say: Hello teacher, please drink the passion fruit honey lemon tea we made, please try the pickles and cornstarch we made. They were also able to speak fluently about the flowchart of the production, how garlic grows, and introduced our homemade books “Pickle” and “Fruit Tea” to the foreign teachers in English.

←向左滑动，查看中文版本

Swie right to read Chinese version

项目虽然结束了，孩子们表示在日常生活中不能及时吃光的食物，他们一定会尝试各种方法将食物保存下来。的确，项目式学习最重要的就是要把学到的知识技能应用到实践中。

让我们一起感恩大地的馈赠，珍惜食物吧～

Although the project was over, the children said that they would definitely try various ways to save the food that they could not eat up in time in their daily life. Indeed, the most important thing about project-based learning is to apply the knowledge and skills learned into practice.

Let’s show our gratitude for the gifts of the earth and cherish food together～

学习素养视角

学习素养视角下的项目化学习

Project-based Learning In the Perspective of Quality Education

项目化学习不是为项目而项目，而是来自于教师和幼儿，幼儿之间对问题情景下的探索并展开的深入探究，是融合了资源、材料、经验、知识、复合思维、情感以及社会性行为的综合活动，是在调动所有知识、能力、品质等创造性地解决问题，形成公开成果中，形成对核心知识和学习历程的深刻理解，能够在新情景中进行迁移。

来自于大D班秋日宴会的项目化学习中，由于大地的礼赞主题，孩子们提出想办一个秋日主题宴会的想法。

项目的前置研究：

如何创办一个宴会，一个有主题的宴会如何设计与实施，成为了孩子们的核心驱动问题。围绕这一核心驱动问题，孩子们和老师在探究过程中开展了秋天里的习俗、文化、美食、美学等分解问题的探讨，在赏秋、品秋、晒秋活动探索开始了深入的项目化实践。

“办一个宴会需要哪些材料？”

“我们如何布置秋日宴会的主题?”

“谁来参加我们的宴会？“

“我们如何邀请和通知？”

“宴会中我们穿什么？”

“宴会需要有主持人吗？”

………一系列的问题和探究将项目化学习推向高潮和深入探索阶段。

当天秋日宴会活动期间，教师深情的讲述某个内向不善参与集体活动的孩子在整个项目化实践过程中情绪的愉悦状态和社交行为的变化时，我们看到了她眼里的光。

项目化学习是引发个体思考，社会性互动和问题情景的共探，是真实实践中的充分探索和心智成长与转换。

Project-based learning is not programmed to do projects, but rather comes from in-depth inquiry in problematic scenarios in which teachers and children and children interact with each other; it is a comprehensive activity that integrates resources, materials, experiences, knowledge, complex thinking, emotions, and social behaviors; and it is a way to develop core knowledge and a deep understanding of the learning journey in mobilizing all knowledge, abilities, and qualities to creatively solve problems and form public outcomes.

Children from K3D class in SPKQ came up with the idea of hosting an autumn-themed feast during the Hymn to mother nature topic discussion.

The project’s pre-research:

How to start a feast and how a feast with a theme is designed and implemented became the core driving question for the children. Around this core driving question, the children and their teachers carried out explorations of customs, culture, food, aesthetics, and other decomposition issues in the fall during the inquiry process. In-depth project-based practice began with the exploration of fall appreciation, tasting, and sunbathing activities.

“What materials are needed to throw a party?”

“How do we theme our fall feast?”

“Who will come to our fall feast? “

“How do we invite and inform our guests to our fall themed feast?”

“What do we wear during the feast?”

“Do we need to have a host for the feast event as well?”

A series of questions and inquiries at ……… brought project-based learning to a climactic and deeply exploratory stage.

During the Autumn Feast activity that day, the teacher fondly told us how a child who was introverted and not good at participating in group activities had changed throughout the project-based practice. When the teacher described in detail the child’s emotional well-being and changes in social behavior, we saw that the teacher was truly moved by the child’s changes and development.

In the process of project-based learning, learners engage in social interactions and problem-driven deep thinking and collaborative communication. During this process, learners realize wisdom development, character building, attitude and value building, individual growth and competence construction, and knowledge conversion and transfer in authentic practice.

双语请左右滑动→

秋日宴会剪影

Fall Theme Feast–At a Glance

很难想象一个没有经历过真实的玩耍的孩子，没有被真实问题困扰过的孩子，没有体验过生命快乐奔放，思维自由的孩子，可以在长大后成为一个具有自由心智的人（夏雪梅，2018）。

项目化学习走向深度理解和探究，让幼儿心智和素养得以生长！

It is hard to imagine that a child who has not experienced real play, who has not been plagued by real problems, who has not experienced the joyful exuberance of life and the freedom of thinking, can grow up to be a person with wisdom and flexible thinking (Xuemei Xia, 2018).

Project-based learning pedagogy helps us to move towards a deeper understanding and inquiry about education that promotes the development of young children’s minds, abilities and personality qualities!

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