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跨学科吸纳:让学习更长久

Bookmaking Across Subjects: Making Learning Last Longer

苏姗:编书是个很棒的途径
>>Susan: Making books is a very valuable tool to help children
来帮助孩子很好地理解学科里讲的内容
to really gain a good understanding of what any subject matter might be about.
他们对此颇感兴趣
They’re invested in it, and they really become experts
而且他们真的成了自己编书的专家了
on in the content of the books.
约翰:把纸折成手风琴那样的之字形
>>John: The accordion fold does a zig-zagging paper fold.
约翰:开始有描述书的梗概的想法时
>>John: The bookmaking came
编书就开始了
about through an idea of starting sketch books.
编书的那种兴奋点在老师讲课时达到高潮
And then the excitement over bookmaking culminated into teachers saying, "Well,
你知道 如果可以把学的课程编进这些书里 那感觉很棒
you know, it’d be nice if we could get the curriculum into these books, too."
苏珊:每个孩子都会做出他们要做的那本书
>>Susan: Each child will be producing an actual book that they will get to keep
每个年级的老师选定书的主题
and the teachers in the grade level chose what the topic would be,
还有书的风格
and what style of book.
约翰:我们在美术室制成书后 他们把它带回教室
>>John: After we make the books here in the art room, they take them back
基于他们最近每个单元学的内容
to the classroom to integrate the content based on whatever their unit is
完善内容
that they’re currently studying.
苏珊:我以前通过读成语书 教孩子成语
>>Susan: I used to teach idioms by reading books to children
还有做活页练习题之类的活动
that had idioms in them, and worksheet-type activities.
编书把学习带到了全新的层面
The bookmaking took it to a whole new level,
在这个层面 孩子们有着主导权
where the kids really took ownership.
卡蒂:我们喜欢做带有立体活动图的成语书
>>Katie: We’re doing like idiom pop-up books.
它有点类似于一种表达 是一种不需要用文字的表达
It’s kind of like an expression, like you don’t mean it literally.
以赛亚:(谚语)不要把鸡蛋都放在一个篮子里
>>Isaiah: "Don’t put all your eggs in one basket,"
这个谚语意为 不要把你所有的东西都投在一个方向上
means "Don’t put all your resources in one possibility."
阿瓦:(谚语)感觉处境不好 意为感觉不舒服
>>Ava: "Feeling under the weather," means you’re feeling sick or ill.
格温妮:用画表达成语真的超有趣
>>Gwennie: It’s just really fun to draw the idioms, because you don’t get
因为不是每天都能用画来表达意思的
to draw things like that every day.
维克多:你能用想象力 就像我现在做的
>>Victor: You can use your imagination really, like right now,
谚语 埃尔维斯离开了这座建筑
I’m doing "Elvis left the building," I think.
我想 它的意思是 演出结束之类的
It means like, "The show is over," and stuff.
罗比:谚语 吠错了树
>>Robby: "Barking up the wrong tree,"
意为 你觉得你在做正确的事 但你做错了
you think you’re doing something right, but you’re not.
格温妮:(谚语)抢别人的功劳
>>Gwennie: "To steal someone’s thunder" means to take credit
意为 把别人做出的功劳归于自己
for something someone else did.
苏珊:他们不仅是在用立体活动书来学习成语
>>Susan: They’re not only learning about the idioms in their own pop-up books,
他们也在学习成语的意思
they’re learning about the meanings of the idioms
而且其它同学也在和他们一起编书
that their classmates are putting into their books as well.
因此这是一种很棒的探索和创造过程
So it’s a great process of discovery, and creating.
约翰:在作业的质量上面 他们花了很多时间 精力
>>John: They’ve spent this time putting a lot of effort into the quality
包括材料的使用 设计 思考
of their work, how they’re using materials, thinking with their hands.
所以这些书对他们来说意义很特别
So these books are really special to them.
现在 他们学的知识终于有了用武之地
Now this knowledge that they’re learning has a really magical place to go.
格雷琴:对五年级的学生来说 主要是制作地理方面的书
>>Gretchen: For the fifth grader, bookmaking project is focusing
因此 我们想到可以做本可折叠的
on geography, and so we came up with the idea to do an accordion book
能放进口袋里的书 这样 我们就能装着涂鸦地图了
with pockets so that we could house doodle maps,
我们觉得分享知识很酷
which we thought were really cool in terms of being able
合作绘画也很棒
to share information, but also incorporate in drawing.
格雷琴:谁还记得主题之一?
>>Gretchen: Who remembers one of the themes?
米娅?
Mia?
米娅:定位 也就是如何确认一个具体的区域
>>Mia: Place, it’s like how you recognize a certain area.
你可能觉得基恩很冷 但秋天的落叶很漂亮
You might recognize Keene as cold, but beautiful leaves in the autumn.
格雷琴:那接着我们来想想这五个主题
>>Gretchen: So our next step is to think about these five themes
并且想想美国不同地区代表性的东西
and how they’re represented in the different regions of the United States.
格雷琴:他们肯定要做很多调查
>>Gretchen: They definitely do a lot of research,
而且他们还得决定
and then they’re deciding how they incorporate
如何整合 描绘那些信息
that information in and represent it.
克耶:当画出来时 我们得查找活动 地区
>>Kyah: When we draw it out, we have to look up what movement
包括所有之类的一切
and region, and all that means.
接着我们还得画出表达的内容
And then we have to draw a picture relating
画出我们写的作为解释的那三句话
to the three sentences we wrote for the definition.
我真的不太了解这个州
I didn’t really know the States very well,
那当我们开始做这些的时候 我才知道这的农作物 气候
and then once we started doing this, I started knowing crops, and the climate,
还有物种
and what animals are there.
我学到了很多
I learned a lot more.
学生:这真的是团队协作
>>Student: This is really coming together!
格雷琴:我们的目标是
>>Gretchen: Our goal is for them to really get
让孩子真正了解自己居住的这个国家
to know the country that they live in.
而不是我说 噢 地图上有50个州
So instead of me saying, "Oh, here’s a map of the 50 States,
我们也会教课 也有考试
and we’ll study it, and we’ll take a test about it,"
更多的是孩子们亲自动手做 而且这样的学习更实际
this is a lot more hands-on, and the learning just seems more real for them.
卡尔文:我画画很好 所以我真的不喜欢文字工作
>>Calvin: I’m a really good drawer, so I wouldn’t really like doing a report.
马华力:我以前觉得地理课又笨又傻 讨厌地理
>>Maverick: I used to feel like geography was stupid, dumb, horrible.
克耶:这是盖理
>>Kyah: This is Gary.
马华力:但现在我真的觉得地理课很酷
>>Maverick: But now I actually think it’s really cool.
约翰:如果我们能真的创造和自己相关的东西
>>John: If we can actually create something that’s relevant to us,
那我们对知识的了解更深刻
we take that knowledge deeper into us.
我认为这可以帮助学习
I think it just helps us to learn.
苏珊:每个教室的学生都不同
>>Susan: Each classroom has a variety of learners,
有需要自己动手实践经验的学生们
and students who need the hands-on experience, and those who tend
还有那些可以更有创造力的学生 真的从编书过程中受益匪浅
to be more creative, have really benefited from the bookmaking process.
约翰:那些你动手创作的材料
>>John: Those materials that you’re manipulating
可以输出为一张很漂亮的画 让知识有持久力
to create something can have worth outside of just a pretty picture.It has staying power.

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视频概述

自己动手编书让知识更深刻

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视频来源

https://www.youtube.com/watch?v=kXn_ef9T1oE

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