柏朗思觀瀾湖學(xué)校似彩虹，每個(gè)孩子自有顏色

來(lái)源：好上學(xué) ??時(shí)間：2024-03-10

從科學(xué)角度說(shuō)，彩虹是氣象中的一種光學(xué)現(xiàn)象，當(dāng)太陽(yáng)光照射到半空中的水滴，光線被折射及反射，在天空上形成拱形的七彩光譜，就是彩虹。在孩子們眼里，彩虹是當(dāng)有太陽(yáng)又下雨時(shí)，在天空中出現(xiàn)的美麗的、神奇的、五顏六色的虹橋。

似彩虹，每個(gè)孩子自有顏色

Create Your Own Rainbow Everyday

周二早上，當(dāng)我們和往常一樣在門(mén)口等待孩子入園時(shí)，看到孩子們小臉上出現(xiàn)了激動(dòng)、不可思議和開(kāi)心的表情，可愛(ài)的小手指向?qū)W校綠地上空的天邊，大聲叫道：“看，彩虹!”

Scientifically speaking, a rainbow is caused by reflection, refraction and dispersion of light in water droplets resulting in a spectrum of light appearing in the sky. It takes the form of a multicoloured circular arc. But to children rainbows are beautiful, magical, colourful arches that appear in the sky when the sun shines and then it rains.

Tuesday morning, when we were welcoming our K1 children into school, they greeted us with excitement, awe and delight as they showed us the magnificent rainbow in the sky.

這股興奮勁兒一直持續(xù)到我們回到教室!自由游戲探索時(shí)間，孩子們對(duì)燈桌上的彩色透光積木表現(xiàn)出了特別的興趣。孩子們拿著積木到處觀察，大笑著說(shuō)：“哈哈，你變成其他顏色啦!”

當(dāng)可以使用積木來(lái)改變世界的色彩時(shí)，誰(shuí)規(guī)定它們只能用來(lái)搭建呢?

The excitement continued when we got up to class. The children explored the classroom and showed a particular interest in the coloured blocks on the light table. They held them in front of their eyes, laughing and saying their friends had changed colour. Why use these blocks for building when you can use them to change the colour of your world?

孩子們午睡起來(lái)后，喜歡聽(tīng)“彩虹之歌”。有些孩子能跟著一起唱，有些孩子以前沒(méi)聽(tīng)過(guò)。聽(tīng)著這首和彩虹有關(guān)的歌兒，孩子們對(duì)彩虹又有了更多興趣。在老師們的引導(dǎo)提問(wèn)下，孩子們一起聊起和彩虹有關(guān)的事兒：喜不喜歡彩虹啦，什么時(shí)候見(jiàn)過(guò)彩虹啦，在哪兒見(jiàn)過(guò)啦，彩虹的樣子以及為什么會(huì)出現(xiàn)彩虹呢……

每一個(gè)孩子都說(shuō)喜歡彩虹，在談到彩虹的樣子時(shí)都用了“美麗”和“五顏六色”之類的詞。而說(shuō)到“為什么出現(xiàn)彩虹”時(shí)，就更有趣啦!

Elsa說(shuō)：“日出時(shí)，彩虹就跟來(lái)了?！?/span>

Roy認(rèn)為“是雨請(qǐng)彩虹來(lái)的”。

Junhao認(rèn)為彩虹的發(fā)生是因?yàn)椤疤?yáng)把彩虹叫出來(lái)的，如果太陽(yáng)不叫它，它就躲在云后面?！?/span>

Arthur分享了他嚴(yán)謹(jǐn)?shù)南敕ǎ骸叭绻瑫r(shí)下雨和天晴，就會(huì)有彩虹?！?/span>

When the K1 children woke up from their sleep time, we enjoyed listening to the ‘rainbow song.’ Some children sang along but others had not heard the song before. This led to more rainbow excitement. With some carefully thought out questioning from the K1 teachers, we talked about rainbows; whether we like them or not, when and where we have seen them before, what they look like and why they appear…

All the K1 children agreed that they liked rainbows, using words like “beautiful” and “colourful” when talking about what they look like. Why rainbows appear was a very interesting conversation!

Elsa thought that “at sunrise, rainbows will follow after.”

Roy thought that the “rain asks the rainbow to appear.”

Junhao thought rainbows happen “because the rainbow is called out by the sun. If the sun doesn’t call it, it will hide behind a cloud.”

Arthur shared his idea that “if it rains and is sunny at the same time, a rainbow forms.”

關(guān)注和追隨兒童興趣、支持兒童的想法，是鼓勵(lì)孩子們積極參與，提升高階思維和學(xué)會(huì)提問(wèn)的有效方法，同時(shí)也讓孩子們感受到大人(老師)在傾聽(tīng)、尊重和重視孩子的聲音和想法。

看到孩子們對(duì)彩虹表現(xiàn)出這么強(qiáng)烈的興趣，K1老師們一起思考，著手準(zhǔn)備和彩虹有關(guān)的有趣的環(huán)境布置，幫助孩子們?cè)谟螒蛑畜w驗(yàn)和學(xué)習(xí)。

Following children’s interests is an effective way to encourage high level engagement, higher order thinking and questioning as well as a way for adults to show the children that they have listened to and valued the children’s voices.

The K1 teachers set to work on preparing some exciting provocations and play activities linked to the interest in rainbows.

周三是個(gè)大晴天，彩虹沒(méi)再來(lái)做客。不過(guò)，我們的教室里到處都是五顏六色的彩虹!孩子們一到教室，就開(kāi)始自由地探索各種各樣的“彩虹”。老師們?cè)谂砸龑?dǎo)，一邊觀察、傾聽(tīng)，一邊不時(shí)回答孩子們有趣的提問(wèn)。孩子們?cè)谔剿鬟^(guò)程中展現(xiàn)的思考能力、合作能力和創(chuàng)造能力讓我們感到由衷喜悅!

The next morning was hot and sunny….no rainbows in the sky. Our classroom, however, was full of colourful rainbows!

As the children entered the classroom they explored the rainbow provocations freely. The K1 teachers looked, listened and were impressed at the questioning, collaboration and creativity happening in the room.

K1老師們和孩子們分享了拍攝的照片，并邀請(qǐng)每一位孩子和小伙伴們分享自己的創(chuàng)作(繪畫(huà)、粘土作品等)。分享過(guò)程中，我們和孩子們一起談到在游戲中學(xué)習(xí)是多么有意思的事兒。

老師們收集孩子們的“聲音”并將它們添加到照片中，而這些都會(huì)是孩子們今后隨時(shí)能在教室“探究板”上看到的學(xué)習(xí)記錄。這不僅能幫助孩子重新回顧學(xué)習(xí)，幫助老師們?cè)诖嘶A(chǔ)上做下一步教學(xué)計(jì)劃，也會(huì)是我們共同的珍貴的成長(zhǎng)回憶。