反思性实践2-ECE Reflective Practice presentation-全
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CRICOS No. 00213J
Queensland University of Technology
Plan 规划
Plan for children‟s holistic learning using the Learning Outcomes. 利用“五大学习目标”规划儿童的整体性学习划 。 Plan the pedagogical learning environment and teaching strategies, using the Practices and Principles of the Framework. 利用框架中的“实践”和“原则”规划教学法学 习环境、教授策略。 Design and set up the physical learning environment. 设计并建立学习的物理环境。 Plan for ways to monitor and assess children‟s learning consistent with the Principles and Practices of the Framework. 依据框架中的“实践”和“原则”对儿童的学 习进行监督和评估。
CRICOS No. 00213J
Queensland University of Technology
Act 行动
• Act: put new way of thinking into practice by trying out a new or different way of doing things in order to enhance and improve practice.
ECE Reflective Practice 幼儿教育反思性实践
Early Years Learning Framework 幼儿学习框架
CRICOS No. 00213J
Queensland University of Technology
Overview 综览
• The Early Years Learning Framework (EYLF) identifies reflective practice as a Guiding principle
CRICOS No. 00213J
Queensland University of Technology
Describe 描述
• Describe: paying attention to what happened, who was involved, and their thoughts, feeling and emotions as they related to the incident. 描述：关注发生了什么，谁参与了，他们在体会所 发生事件的时候是什么想法、什么感受和情绪
In what ways do we know which children or groups of children are being privileged or disadvantaged by our curriculum? In what ways are we addressing this?
CRICOS No. 00213J
Queensland University of Technology
Theorise 联系理论
• Theorise: think about new or additional sources of knowledge that may be helpful to make sense of what happened. 与理论联系：思考新的或者其他的资源或知识，以 期帮助理解所发生的事情
CRICOS No. 00213J
Queensland University of Technology
What is working and what could we improve? 哪些做法效果很好？哪些方面需要提高？
CRICOS No. 00213J
Queensland University of Technology
幼儿学习框架将反思性实践 界定为一个指导性原则
CRICOS No. 00213J
Queensland University of Technology
What is reflective practice? 何谓反思性实践？
• “…a cycle of ongoing learning that occurs when we take the time to “stop, think and change” (O‟Connor & Diggins, 2002, p. 9). • ...当我们花时间去“停下来，思考然后做出改变 ”的时候，我们便开始了反思性实践这个循环往 复的学习过程。
CRICOS No. 00213J
Queensland University of Technology
In what ways are we assessing children‟s learning and how are we scaffolding and extending learning? 我们是如何评估儿童的学习的？如何支持并拓展他 们的学习？
In what ways are e ensuring that we are considering each child‟s belonging, being and becoming? 我们如何确保我们考虑到了每个孩子的归属、存在 和形成？
CRICOS No. 00213J
Queensland University of Technology
CRICOS No. 00213J
Queensland University of Technology
Analyse 分析
• Analyse: explore why this practice operates as it does, examine the underlying values, beliefs and assumptions. • 分析：探究为什么会有这样的做法，考察背后的 价值观、信念和假设。
CRICOS No. 00213J
Queensland University of Technology
Act 行动
Engage with children and families 让儿童和家庭参与进来 Co-construct meaning with children 与儿童共同构建意义 Take a supportive role in children‟s play, guided by the Framework‟s Practice Learning through Play.在框架里“玩中 学”这一实践理念的指导下，从旁支持协助儿童进行游戏玩耍 。 Model and promote enabling learning dispositions. 做示范，发展 儿童的学习潜质。 Listen and respond to the children‟s voices. 倾听儿童的声音并作 出回应。 Monitor and reflect on children‟s learning and pedagogical practices and refine as you go. 监督和反思儿童的学习状况， 在过程中反思你的教学法实践并不断优化。
CRICOS No. 00213J
Queensland University of Technology
Benefits 益处
• • • • • • Knowledge 知识 Skill 技能 Thinking 思维方式 Understanding 理解 Flexible 灵活 Adaptable 适应性
CRICOS No. 00213J
Queensland University of Technology
In what ways are we gaining feedback from peers, children, families and the community? 我们是如何从同行、儿童、家庭和社区获得反馈的 ？
Reflect 反思
Reflect on knowledge, which includes your knowledge of each child and family and children‟s strengths and interests. 认知上的反思，包括你对每个孩子、他们的家庭以及孩子的长 处和兴趣的了解。 Reflect on what children and families are bringing/contributing, saying, doing. 反思孩子和其家人的贡献、所言以及所做所为。 Reflect on different cultures, ways of knowing and being. 反思不同的文化，不同认知和存在的方式 Reflect on what the group and overall community priorities are for your setting. 反思你所在的环境里，群体以及整个社区的首 要任务是什么。 Collate and show evidence of this thinking. 比对并提供思考的证 据。
行动：将新的思维方式付诸实践，尝试新的或不同 的行事方式，以提升实践质量。
CRICOS No. 00213J
Queensland University of Technology
• Look at your program • 审视你的课程设置
CRICOS No. 00213J
Queensland University of Technology
CRICOS No. 00213J
Queensland University of Technology
Question 问题
How can we use children‟s prior learning, interests and strengths in conjunction with the Learning Outcomes to guide planning for children‟s learning? 我们如何联系“五大学习目标”，充分利用儿童已 有知识、兴趣和优点规划儿童的学习？ How are we working in partnership with families to plan for children‟s learning? 我们如何与家庭合作来规划儿童的学习？ How can we engage children actively in learning? 我们如何吸引儿童积极 参与学习？ What are appropriate teaching strategies/ practices? 什么是得当的教学策 略和实践？ How are we holding high expectations that all children will be successful learners? 我们如何给儿童高期望值，使他们都能够成为成功的学习者 ？ How are we striving for effective and equitable ways, ensuring that each child has opportunities to achieve the Learning Outcomes? 我们如何努 力找到有效、公平的方式，保证每个孩子有机会达成五大学习目标？
我们如何得知，我们的课程设置让哪些孩子如鱼得 水，而又让哪些孩子处于劣势？这个问题该如何 解决？
CRICOS No. 00213J
Queensland University of Technology
How do we accommodate children‟s many learning styles? 我们如何迎合孩子们多种多这样的学习风格？
Queensland University of Technology
Plan 规划
Plan for children‟s holistic learning using the Learning Outcomes. 利用“五大学习目标”规划儿童的整体性学习划 。 Plan the pedagogical learning environment and teaching strategies, using the Practices and Principles of the Framework. 利用框架中的“实践”和“原则”规划教学法学 习环境、教授策略。 Design and set up the physical learning environment. 设计并建立学习的物理环境。 Plan for ways to monitor and assess children‟s learning consistent with the Principles and Practices of the Framework. 依据框架中的“实践”和“原则”对儿童的学 习进行监督和评估。
CRICOS No. 00213J
Queensland University of Technology
Act 行动
• Act: put new way of thinking into practice by trying out a new or different way of doing things in order to enhance and improve practice.
ECE Reflective Practice 幼儿教育反思性实践
Early Years Learning Framework 幼儿学习框架
CRICOS No. 00213J
Queensland University of Technology
Overview 综览
• The Early Years Learning Framework (EYLF) identifies reflective practice as a Guiding principle
CRICOS No. 00213J
Queensland University of Technology
Describe 描述
• Describe: paying attention to what happened, who was involved, and their thoughts, feeling and emotions as they related to the incident. 描述：关注发生了什么，谁参与了，他们在体会所 发生事件的时候是什么想法、什么感受和情绪
In what ways do we know which children or groups of children are being privileged or disadvantaged by our curriculum? In what ways are we addressing this?
CRICOS No. 00213J
Queensland University of Technology
Theorise 联系理论
• Theorise: think about new or additional sources of knowledge that may be helpful to make sense of what happened. 与理论联系：思考新的或者其他的资源或知识，以 期帮助理解所发生的事情
CRICOS No. 00213J
Queensland University of Technology
What is working and what could we improve? 哪些做法效果很好？哪些方面需要提高？
CRICOS No. 00213J
Queensland University of Technology
幼儿学习框架将反思性实践 界定为一个指导性原则
CRICOS No. 00213J
Queensland University of Technology
What is reflective practice? 何谓反思性实践？
• “…a cycle of ongoing learning that occurs when we take the time to “stop, think and change” (O‟Connor & Diggins, 2002, p. 9). • ...当我们花时间去“停下来，思考然后做出改变 ”的时候，我们便开始了反思性实践这个循环往 复的学习过程。
CRICOS No. 00213J
Queensland University of Technology
In what ways are we assessing children‟s learning and how are we scaffolding and extending learning? 我们是如何评估儿童的学习的？如何支持并拓展他 们的学习？
In what ways are e ensuring that we are considering each child‟s belonging, being and becoming? 我们如何确保我们考虑到了每个孩子的归属、存在 和形成？
CRICOS No. 00213J
Queensland University of Technology
CRICOS No. 00213J
Queensland University of Technology
Analyse 分析
• Analyse: explore why this practice operates as it does, examine the underlying values, beliefs and assumptions. • 分析：探究为什么会有这样的做法，考察背后的 价值观、信念和假设。
CRICOS No. 00213J
Queensland University of Technology
Act 行动
Engage with children and families 让儿童和家庭参与进来 Co-construct meaning with children 与儿童共同构建意义 Take a supportive role in children‟s play, guided by the Framework‟s Practice Learning through Play.在框架里“玩中 学”这一实践理念的指导下，从旁支持协助儿童进行游戏玩耍 。 Model and promote enabling learning dispositions. 做示范，发展 儿童的学习潜质。 Listen and respond to the children‟s voices. 倾听儿童的声音并作 出回应。 Monitor and reflect on children‟s learning and pedagogical practices and refine as you go. 监督和反思儿童的学习状况， 在过程中反思你的教学法实践并不断优化。
CRICOS No. 00213J
Queensland University of Technology
Benefits 益处
• • • • • • Knowledge 知识 Skill 技能 Thinking 思维方式 Understanding 理解 Flexible 灵活 Adaptable 适应性
CRICOS No. 00213J
Queensland University of Technology
In what ways are we gaining feedback from peers, children, families and the community? 我们是如何从同行、儿童、家庭和社区获得反馈的 ？
Reflect 反思
Reflect on knowledge, which includes your knowledge of each child and family and children‟s strengths and interests. 认知上的反思，包括你对每个孩子、他们的家庭以及孩子的长 处和兴趣的了解。 Reflect on what children and families are bringing/contributing, saying, doing. 反思孩子和其家人的贡献、所言以及所做所为。 Reflect on different cultures, ways of knowing and being. 反思不同的文化，不同认知和存在的方式 Reflect on what the group and overall community priorities are for your setting. 反思你所在的环境里，群体以及整个社区的首 要任务是什么。 Collate and show evidence of this thinking. 比对并提供思考的证 据。
行动：将新的思维方式付诸实践，尝试新的或不同 的行事方式，以提升实践质量。
CRICOS No. 00213J
Queensland University of Technology
• Look at your program • 审视你的课程设置
CRICOS No. 00213J
Queensland University of Technology
CRICOS No. 00213J
Queensland University of Technology
Question 问题
How can we use children‟s prior learning, interests and strengths in conjunction with the Learning Outcomes to guide planning for children‟s learning? 我们如何联系“五大学习目标”，充分利用儿童已 有知识、兴趣和优点规划儿童的学习？ How are we working in partnership with families to plan for children‟s learning? 我们如何与家庭合作来规划儿童的学习？ How can we engage children actively in learning? 我们如何吸引儿童积极 参与学习？ What are appropriate teaching strategies/ practices? 什么是得当的教学策 略和实践？ How are we holding high expectations that all children will be successful learners? 我们如何给儿童高期望值，使他们都能够成为成功的学习者 ？ How are we striving for effective and equitable ways, ensuring that each child has opportunities to achieve the Learning Outcomes? 我们如何努 力找到有效、公平的方式，保证每个孩子有机会达成五大学习目标？
我们如何得知，我们的课程设置让哪些孩子如鱼得 水，而又让哪些孩子处于劣势？这个问题该如何 解决？
CRICOS No. 00213J
Queensland University of Technology
How do we accommodate children‟s many learning styles? 我们如何迎合孩子们多种多这样的学习风格？