reggioemilia.pptVIP

瑞吉欧学校 Inspiring Italian Preschools 生成课程 One that builds upon the interests of the children. Topics for study are captured through the talk of the children, through community or family events, as well as the known interests of the children (i.e., puddles, shadows, dinosaurs). “项目”学习 Projects, also emergent, are in-depth studies of concepts, ideas, and interests which arise within the group. Considered an adventure, projects may last one week or for a whole school year. Throughout a project, teachers help children decide the direction of the study, the research methods, the representational medium that will demonstrate and showcase the topic and possible family involvement. 发展表征 Consistent with Howard Gardner’s notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation – print, art, construction, drama, music, puppetry, and shadow play – are viewed as essential to a child’s understanding of experience. 合作 Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self. 教师作为研究者 教师的角色比较复杂，首先是和孩子一起探索的学习者，同时又是一个研究者，为孩子提供资源和技能指导 记录 Similar to the portfolio approach, documentation of children’s work in progress is viewed as an important tool in the learning process for children, teachers, and parents. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, and the children’s interpretation of experience through the visual media are displayed as a graphic presentation of the dynamics of learning. 环境 在瑞吉欧学校，环境被认