20241113 = 20231226/20231010
Dr. Gupta: This week, we'll be discussing ways in which schools can help expose their students (aged 5-18) to learning experiences beyond the classroom. Let's begin by discussing one popular idea that some schools are considering-offering outdoor classes once a month. On the day of outdoor classes, students will be transported to local parks or nature preserves, and teachers can help students explore nature and learn about the environment. Do you think this is a good idea?
Kelly: Having outdoor classes once a month seems like an exciting way of providing students with interesting hands-on experiences. However, I don't think these classes would be a worthwhile use of instructional time and of school resources. These classes could put substantial pressure on schools' financial resources and on teachers, who may have to redesign their lesson plans.
Paul: Outdoor classes can increase students' motivation for learning about interconnectedness in the natural world. These classes could be great opportunities to teach students about dire environmental problems, such as pollution, and ways of addressing these problems. It will deepen their understanding beyond what books could do and would be time well spent.
和 field trip vs. classroom study 比较类似的一个题目。
field trip 的几个好处在outdoor classes 里都可以用下。
另外outdoor 还可以说现在children 在screens前太久了，走出去接触自然挺好的。
下面的这篇来自于《纽时》的文章讲的是德国在森林里的preschools。看到今天的题目的时候想到了这篇曾经读到过的文字
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A 2003 Ph.D. dissertation by Peter Häfner at Heidelberg University showed that graduates of German forest kindergartens had a “clear advantage” over the graduates of regular kindergartens, performing better in cognitive and physical ability, as well as in creativity and social development.
The American journalist Richard Louv, who coined the term “nature-deficit disorder” in his 2005 book, “Last Child in the Woods,” is cited often by Robin Hood staff, as is “Coyote’s Guide to Connecting With Nature,” by Jon Young, Ellen Haas and Evan McGown. (“Savage Park,” by Amy Fusselman, is another book that chronicles uninhibited play and was inspired by a visit to an adventure playground in Tokyo.) The pedagogical philosophy of waldkitas, which privileges outdoor play and hands-on environmental learning, comes originally from Scandinavia, but, as one teacher put it to me, “they don’t make a big fuss about it like they do here.” The trend’s non-Teutonic origins are somewhat surprising: There might be nothing “more German” than a state-funded preschool based primarily in a forest.
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有兴趣的可以完整阅读下 [点击 “阅读原文”]。
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