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在日復(fù)一日的忙碌生活中，我們很難有時(shí)間停下腳步去欣賞周邊的美景。自然寫作，即受自然界啟發(fā)的寫作，正因?yàn)樗虝?huì)我們停下來觀察周圍的一切，因此在教育領(lǐng)域和更廣泛的范圍內(nèi)日益受到歡迎。觀察是科學(xué)方法論的重要原則之一。
這個(gè)跨學(xué)科的延展課程 (CCA)的對(duì)我們的學(xué)生也頗為有益，因?yàn)樗麄儗懽骷寄芘c觀察、預(yù)測(cè)、推斷、記錄、總結(jié)和得出結(jié)論相結(jié)合。
9月至11月，16名2年級(jí)和3年級(jí)的學(xué)生參與了每周三的自然寫作CCA。在我們的第一堂課上，我們制作并裝飾了自己的自然寫作日志，并討論了自然的一般情況以及在探索校園周圍自然時(shí)將要使用的科學(xué)方法。
在接下來的每一堂課上，我們探討了不同主題，比如：樹葉、南瓜、樹木、昆蟲、在戶外時(shí)我們的感官記錄了什么等。
我們首先學(xué)習(xí)或復(fù)習(xí)關(guān)于主題的一些知識(shí)，比如葉子的部分或南瓜的生命周期。接著，我們一起走出教室，在自然漫步中仔細(xì)觀察、記錄、以畫筆記錄并分享我們的發(fā)現(xiàn)。
我們美麗的校園充滿了許多值得探索的地方，在探究的最后，我們都會(huì)回到教室寫下一些關(guān)于我們觀察和學(xué)到的內(nèi)容的句子。
自
然
當(dāng)我們探索、認(rèn)識(shí)校園周圍的樹木時(shí)，我們還了解到擁抱樹木的好處，它能幫助我們更深入地與周圍自然相連接。研究表明，在樹木周圍可以紓解壓力、增強(qiáng)免疫力、降低血壓，并加速疾病或創(chuàng)傷的修復(fù)。
在11年級(jí)學(xué)生Anne和Tiffany的協(xié)助下，我們的課程得以更加順利和愉快地進(jìn)行。在教師教學(xué)、小組合作、監(jiān)督探究學(xué)習(xí)過程和提供必要翻譯時(shí)，她們?yōu)槔蠋熀屯瑢W(xué)提供了極大的幫助。
最重要的是，她們與學(xué)弟學(xué)妹度過了快樂的課程時(shí)光，不同年級(jí)的學(xué)生相互之間建立了聯(lián)系，在這個(gè)學(xué)習(xí)型社區(qū)中相互幫助，共同學(xué)習(xí)。
在最后一堂課上，我們邀請(qǐng)家長(zhǎng)一起完成一個(gè)簡(jiǎn)短的項(xiàng)目。在復(fù)習(xí)完關(guān)于昆蟲的一些基本知識(shí)后，我們動(dòng)手制作了想象中的昆蟲，為它們?nèi)∶�，并在日志中�?duì)它們進(jìn)行描述。
這是一堂氛圍愉悅輕松的課堂，學(xué)生與父母、祖父母分享了他們?cè)谧匀粚懽鰿CA中學(xué)到的知識(shí)，展示了他們的觀察日志，講述了他們記錄的內(nèi)容，與他們共同制作想象中的昆蟲。
希望學(xué)生將在自然寫作CCA中培養(yǎng)的探索能力、對(duì)自然的好奇與熱愛伴隨他們更走過未來的時(shí)光。
當(dāng)我們停下來欣賞周圍環(huán)境的美和大自然的奇跡時(shí)，我們的生活會(huì)變得更加豐富。
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In our busy lives, we rush through the days, not always having time to stop and observe the beauty that surrounds us. Nature writing, or writing inspired by the natural world, is a discipline that is gaining popularity in education and wider, precisely because it teaches us to stop and observe what is around us. And observation is one of the tenets of scientific approach. The interdisciplinary aspect of this CCA is also something that was beneficial for our students as they combined their writing skills with observation, prediction, inferring, recording, summarizing and concluding.
From September to November, a group of 16 grade 2 and 3 students took part in Nature Writing CCA on Wednesdays. At our first session, we made and decorated our nature writing journals and discussed the nature in general as well as scientific methods that we will be using whilst exploring the nature around our campus. At each following session, we explored one topic, such as: leaves; pumpkins; trees; insects; what our senses record when out and about, etc. We would first learn or revise some basic facts about the topic (such as parts of leaves or pumpkin life cycle) and then we ventured outside, on our nature walks, to carefully observe, record, make drawings and share our findings. Our school campus is beautiful and holds many wonders that are well worth is exploring! As the last stage each time, we would go back to the classroom and write a few sentences about what we observed and learned.
At each following session, we explored one topic, such as: leaves; pumpkins; trees; insects; what our senses record when out and about, etc. We would first learn or revise some basic facts about the topic (such as parts of leaves or pumpkin life cycle) and then we ventured outside, on our nature walks, to carefully observe, record, make drawings and share our findings. Our school campus is beautiful and holds many wonders that are well worth is exploring! As the last stage each time, we would go back to the classroom and write a few sentences about what we observed and learned.
自
然
When we explored the trees around our campus, we also learned about the benefits of tree hugging which allowed us to further connect with the nature around us. Research shows that spending time around trees can reduce stress, improve immunity, lower blood pressure and accelerate recovery from illness or trauma.
Our sessions were made a lot more enjoyable and smooth going by the assistance of Anne and Tiffany, two senior school (grade 11) students. They provided great help to the CCA teacher by working with small groups of students, supervising and helping with translation on few occasions when it was necessary. Most importantly, they also had fun in the nature with their younger school mates. It was lovely to see how bonds were formed between our older/senior school and lower primary students.
For our last session, we invited the parents to join us in completing a short project where (after revising some basic facts about insects) we made our imaginary small beasts, gave them names and described them in our journals. It was a very enjoyable session, where the students shared with their parents (or grandparents) what they learned in the Nature Writing CCA, showed them their journals and what they recorded so far and then worked together to make their imaginary insects.
It is hoped that the feeling of excitement that our students felt exploring and discovering things in the nature will stay with them long past the Nature Writing CCA Sessions. Our lives are so much richer when we do stop from time to time to appreciate the beauty and wonders of our surroundings.
通訊員：Natasha Francis
責(zé)任、宋賜紹
文字茹、張婉偲
教育的最高境界是實(shí)現(xiàn)人的全面發(fā)展。杭州狄邦文理學(xué)校秉持“創(chuàng)造適合每個(gè)學(xué)生發(fā)展的教育”宗旨。12月15日，杭州狄邦文理學(xué)校理事長(zhǎng)張博文先生將以“如何為孩子定制TA的高中國(guó)際化教育？”為主題，回顧中國(guó)國(guó)際化教育的發(fā)展軌跡，并詳解"以能力為導(dǎo)向、面向未來的創(chuàng)新型學(xué)校”，幫助家長(zhǎng)在復(fù)雜的教育選擇中做出最佳決策。
