孩子是如何学习的

• 沈十七

  2015-08-17
  Professor Hawkins rightly says, "All of us must cross the line between ignorance and insight many times before truly understand." Not only must we cross that line many times, but, in the words of the old spiritual, nobody else can cross it for us, we must cross it by ourselves. Being shoved or dragged across does no good.People have often said to me, nervously or angrily, that if we let children learn what thy want to know they will become narrow specialists, nutty experts in baseball batting averages and such trivia. Not so. Many adults do this; the universities are full of people who have shut themselves up in little fortresses of artificially restricted private learning. But healthy children, still curious and unafraid, do not learn this way. Their learning does not box them in; it lea...
• 沈十七

  2015-08-06
  The courage of little children (and not them alone) rises and falls, like the tide--only the cycles are in minutes, or even seconds.If we continually try to force a child to do what he is afraid to do, he will become more timid, and will use his brains and energy, not to explore the unknown, but to find ways to avoid the pressures we put on them. If, however, we are careful not to push a child beyond the limits of his courage, he is almost sure to get braver.
• 沈十七

  2015-07-30
  Babies and young children like to hear adult conversation, and will often sit quietly for a long time, just to hear it. If we want to help little children as they learn to talk, one way to do it is by talking to them--provided we do it naturally and unaffectedly--and by letting them be around when we talk to other people.Before he can start naming things, say a chair, the baby must take one moe mental step. Not only must he see, first, that this chair exists by and of itself, independent of the room, that it could be somewhere else in the room, or in another room, he must also see that this chair is like certain other objects in the room and in other rooms. He must see that this chair is more like THAT chair than either of them are like a lamp, or a table, or a rug.We assume that since w...
• 沈十七

  2015-07-12
  Where the young child, at least until his thinking has been spoiled by adults, has a great advantage is in situations--and many, even most real life situations are like this--where there is so much seemingly senseless data that it is impossible to tell what questions to ask. He is much better at taking in this kind of data; he is better able to tolerate its confusion; and he is much better at picking out the patterns, hearing the faint signal amid all the noise. Above all, he is much less likely than adults to make hard and fast conclusion, to refuse to consider any new data that does not support them. And these are the vital skills of though which, in our hurry to get him thinking the way we do, we may very well stunt or destroy in the process of "educating" him.
• 沈十七

  2015-07-12
  I feel even more strongly now than then that it is in every way useful for children to see adults doing real work and, whenever possible, to be able to help them.
• 沈十七

  2015-07-12
  If they need help, they will ask for it--at least, as long as we give it when it is asked for. If, in our eagerness to teach and help them, we send them enough of these messages of doubt and distrust, we may soon destroy most of all of their confidence in their ability to learn for themselves, and convince them that they really are too lazy, incurious, and stupid to learn.
• 沈十七

  2015-07-12
  This feeling, that when you know how to do something right it is often fun to do it wrong, is strong in children. Adults who meet it tend to discourage it.
• 沈十七

  2015-07-12
  ... the best games with little children flow easily and naturally from the situation of the moment. We are not likely to get good games by planning them far in advance, but we probably will get them if we play with children just for the fun of it. And whatever the game is, we must be ready to give it up, instantly and without regret, if the child is not enjoying it.
• 沈十七

  2015-07-12
  Children, particularly little ones, are very sensitive to emotion. They not only catch everything we feel, they blow it up to larger-than-life size.It is simply not true, or at least not always true, that little children have no empathy, cannot feel what others feel. They are, no doubt, often cruel to each other; but if they are near another child who is badly hurt or very unhappy, they soon become very distressed.
• 沈十七

  2015-07-12
  We should try instead, I think, to teach that respecting property does not mean never touching what is not yours, but means treating objects carefully, using them as they are meant to be used, and putting them back where they belong.
• 沈十七

  2015-07-12
  ... little children strongly dislike being given more help than they ask for.... when children are given many opportunities to improvise, to make up their own chants, rhythms, and tunes, their musical and verbal growth can be very rapid.
• 苹果大桃子

  2014-05-01
  书写是表达一个人想法的方式，是一种神奇的、沉默的话语。我从他画的记号中看不出他要说什么，这又有什么关系呢？重要的是，他真的觉得他在说些什么。这正是书写得感觉。。。。。。如果从一开始，他们就能够把写作当成说点儿什么的方式，把阅读当成了解其他人说了什么的方式，那么他们写作和阅读时会有更大的兴趣，会让他们更激动。
• 喵

  2014-04-24
  小孩子非常不喜欢你提供的帮助超出他要求你给予的帮助玩轮流接唱一首歌的游戏。同时编歌词和曲调需要高度的想象力。这是很好的游戏，我们可以尽力鼓励他们、关注他们并参与到他们的游戏中如果孩子有很多即兴创作的机会，可以自己编旋律、节奏和曲调，那么他们在音乐和言辞方面的成长会非常迅速。即兴创作是所有音乐创作中最核心的部分，也应该成为任何类型的音乐教育的核心部分。我们应该鼓励孩子唱他们的自编歌曲，我们自己也应该更多地这么做。（总是阻止孩子碰危险的东西）对孩子的求知欲会有很大的损害，会使他感到这个世界不是充满了各种需要探究和思考的有趣的事情，而是到处充满了潜在的危险和招致不幸的麻烦。认为小孩子会把他们碰到的任何东西都弄坏，因此我们必须阻止他们触碰任何不属于他们的东西的想法是错误的。这会使他们的好奇心和自信心受挫。不仅如此，还可能让他们对自己的东西保有过于强烈的占有欲。我觉得我们应该试着告诉他们，尊重财产并不是说永远不要碰不属于你的东西，而是指要小心地对待东西，用正确的方式使用它们，并把它们放回到原来的地方。即使是那些含义很有限的游戏，也是富于教育意义的。它们让孩子更加强烈的感受到原因和结果的关系，感觉到一件事会导致另一件事的发生任何使”我“变得更强大的游戏都是好游戏大多数时候，我们很容易知道为什么我们那么害怕，但是要知道克服这种恐惧的动力从何而来，就不那么容易了，尤其对于小孩子来说。有些勇气是习得的，但是肯定还有一种勇气是一种本能的、一种想要克服恐惧的、勇敢的愿望。如果我们施加的压力不超过这个本能的承受能力，那么勇气就会显现出来。我们应该充分鼓励这种本能的勇气。
• 喵

  2014-04-24
  我希望她能自由地把全部注意力放在打字机上
• littlefish

  2012-08-19
  现在我总结一下我对小孩子自然学习方式的看法。孩子是充满求知欲的，他想理解事物，发现事物是如何运作的，想要获得能力，能够掌握他自己和周围的环境，能够做他看到其他人做的事情。他是开放的、善于接受的、非常敏锐的。他不会把自己关在陌生、混乱、复杂的世界之外，他近距离地、机灵地观察这个世界，努力把它全部吸收进来。他是试验性的，他不仅仅是观察周围的世界，还品尝它、触摸它、掂量它、弯曲它、打破它。为了发现现实是如何运转的，他不断努力。他很勇敢，不怕犯错误，也很有耐心，能忍受大量的不确定、混乱、无知和悬而未决。在任何新状况中，他没有必要马上就获得意义。他愿意也能够等到意义自动跑到他面前，哪怕它来得很慢，而通常来得都很慢。对此我要再增加更重要的一点。即使两岁的孩子，他们不仅想要了解我们大人的世界，还想成为其中的一部分。他们想要变得有技巧、谨慎，能够像我们一样做事情，制造出东西。他们希望能够像我们一样说话，也就是交流想法和感觉，从这个意义上说，他们确实能说话，甚至在他们学会任何“真正的”单词之前就已经能够说话了，他们学习这些单词不是为了获得足够多的单词，然后可以开始说话，而是为了能够马上就说得更好。同样，当稍微大一点之后，在还没学会如何写字母或者拼单词前，他们就经常希望能够写东西给别人看，他们学习真正的字母形状和拼写法不是为了后来能够开始书写，而是为了让其他人能够马上看懂他写的东西。有一种极其错误的说法，说孩子为了学习，必须要先能够忍受“延迟回报”，也就是说，必须愿意学习无用、无意义的东西，只因为有那么一点微弱的可能性——以后他们或许会利用到这些东西。孩子们想要学习现实的东西是他们自己的愿望和决心，不是将来去学，而是现在就要学，这给了他们求知欲、精力、决心和耐心去学习所有他们想要学习的东西。而且，孩子大多数的学习都出于突然的激情和热心。孩子们很少按照...