各国学前教育模式一览(4)

[13] A main tenet17 tenet（理论、信仰的）基本原则，根本信条。of Waldorf schools that coincides with18 coincide with一致，相符。 Piaget’s theory is that Waldorf schools are divided into three stages that roughly overlap with19 overlap with与……部分重叠。 Piaget’s stages of development. The curriculum in each stage varies based on what Waldorf educators believe is appropriate for the child’s strengths in each stage. Like Piaget, Waldorf theory dictates that each stage is concrete and inf l exible. The fi rst stage is the imagination stage, and occurs in the fi rst seven years of a child’s life. In early childhood, Waldorf schools work within the framework of the stage by establishing routines, performing simple tasks such as art projects and simple gardening, and fostering imagination by reading the students stories and encouraging free fantasy play. The teacher models these activities so that students can imitate them with minimal instruction. Activities in Waldorf schools ref l ect seasons, holidays, and other rhythms that occur during the year. This reinforces the notion of routine on a larger scale and directly connects children to the world around them more than other schools.

[13]华德福学校有一条基本原则与皮亚杰的理论相一致，那就是华德福学校教育分为三个阶段，这三个阶段与皮亚杰提出的发展阶段理论大致吻合。华德福学校的教育工作者根据各个阶段儿童能力的不同，在每个阶段设置的课程也有所不同。与皮亚杰的理论类似，华德福理论指出每个阶段都是具体而固定的。第一个阶段是想象力发展阶段，发生在儿童0到7岁。在幼儿时期，华德福学校根据第一阶段的幼儿特征安排课程内容，如建立日常规定、让孩子们完成艺术项目、简易园艺等简单任务，以及通过给他们读故事、鼓励他们玩自由幻想游戏来培养想象力。老师们先示范如何去完成这些活动，再由孩子们来模仿，不需要太多指导。华德福学校根据一年中季节、假日和其他规律性变化，设置丰富多样的活动。这些都在更大的范围内强化了“规律”这一概念。和其他学校相比，华德福学校更加直接地将孩子与周围世界联系了起来。

[14] Another distinctive feature of Waldorf schools is that teachers move up with the students, so children are in class with the same students and teacher for the duration of their at the provides children with consistent reinforcement, but narrows the amount of people to imitate and learn from. ■

[14]华德福学校的另一个特色就是教师与学生一起升学，进入下一年级，所以孩子们在校期间一直都是与同样的教师和同学一起上课。这为孩子提供了连贯、一致的强化，不过这样缩小了他们可以模仿和学习的对象群体。 □

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