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什么是3.0学校
 

我们现在所处的时代,必须以前人不知道的方式来教育孩子,以未知的方式来准备我们的学校

我们认为:无论在乡村、城镇或超大城市,学校应该是社区的庙堂,实践“教育孩子,团结人们,引领社会”的使命和社会责任。     我们应该可以粗线条地,将至今的世界学校教育的发展划分为三个阶段或形态:

1. 0 的学校,农业社会的学校
 
2. 0 的学校,工业社会的学校
 
3. 0 的学校,生态社会的学校

1.0的学校是人类农业社会时期的普众教育,着眼于文字的学习,以及承载的传播、交流和应用;其空间基本要求,多是每人有个课桌座位,能够读书写字就好。

2.0的学校是人类工业社会阶段的学校。学校,是为社会生产“人力资源”的工厂。班级授课制是基础和核心形式。各方关注的是学校围墙或建筑内一排排格子间的教室内,如工厂流水线般的、基于课本的有限分科课程,以及由教师向学生单向传授为主的教法。课程的进程,先学习学科语言(语文、数学、物理、化学等),再学习专业,再学习专业知识的应用,最后到进入职场工作,大约20年的学习时间。之后,学生才进入到真正的工作领域,很多行业还需要很长一段时间入职学习。这样的教育模式,不仅使得整个为社会做贡献的时间非常短暂,更严重的问题是,所学的内容脱离实际生活,从而出现:一边是高等教育毕业生就业难,一边是企业难以获得优秀人才。而3.0学校的“真实的学习”正在打破这个模式。评价多是书面考试,产品是“合格”的孩子

我们首倡的3.0学校,根植于自然和社会生态,基于家庭、学校和社区合作。我们重视学校教育共同体每一位个体发展的福祉,也认识到那是基于整体学校生态和气候的可持续发展。我们认为:学生学习的发生是学生的足迹所至和人际关系所在。3.0学校通过实践高期待的真实的学习课程和表现性评价,基于实证的现代学校管理和发展,以“邻家孩子”的理念,团结学校教育共同体多样的人们,目的是积极影响和引领社会的可持续发展。

学校是帮助孩子面对过去、现在和未来,进行知识、能力和品质建构的学习场所。

学校是帮助大家遵守共同规则,实现共处、共融、共进的教育场所。

学校还应是引领社会包容、诚信、创新、和谐发展的实践场所。

3.0学校,追求的是“自由人的价值共享”,以助力于我们的社会成为“自由人的联合体”。

在3.0学校,实践的是真实的学习。通过真实的学习的课程、多样组群的学习关系、教法与学法、工具和资源、以及表现性评价等,在对学生具有真实意义的学习场景中,帮助学生能够认识并提出真实的问题,探索并获得真实的知识,习得真实的行为和技能,养成真实的品质。

已经有足够多的实证研究证明:学生通过这样真实的学习的效果,要远好于书本的学习。真实的学习,如同通过学习菜谱、选菜、洗菜、做菜等整套程序来培养厨师,自然要远远好于仅仅通过背菜谱、考菜谱来学习做厨师。

工业社会世界各地的2.0学校,无论是美国的学校,还是欧洲的学校,或亚洲的学校,其课程安排:主要是在小学阶段学习语言(包括数学语言、计算机语言等),小学后期或初中开始学习系统知识,再专业知识,直到大学。一般而言,大学或研究生阶段之后,学生才开始进入真实的世界,通过3-5年的专业实践,才可能真正开始担当专业工作,实现自己,服务社会。”

这样2.0学校的课程架构,并不是遵循不同发展阶段多样的孩子是怎样学习而设计的,而是按照人类社会这几百年工业化的过程中,以工厂的劳动分工和产品流程,把学校教师的工作和课程工厂化了,把学生产品化了。

过去多年间,众多国家的学校教育都在探索进行学校创新和课程改革,但是在2.0学校的理念、课程和教法架构下,无论再怎样的课程整合,或课程综合,或课程统整,或多学科学习,或跨学科学习,等等其他概念,都会是补牢乏术,事倍功半。

由幼儿到大学的整体学龄阶段,美国已经有个专业词汇描述这20多年的学校教育: P-20。

在多数国家,一般工作30-40年左右,达到退休年龄。

一个人一生30-40年的工作,要支持20多年的教育阶段,30-40年的个人和家庭生活工作,以及退休后一般20年左右生命的余涯,从经济学的角度而言,人类社会这样2.0学校的课程体系,已经不可能支持人类社会的可持续发展,不可避免会带来现在各国/各地区,甚至世界性的各样问题,如教育经费的欠缺,养老金的短缺,甚至战争。

这样3.0学校的建设和可持续发展,无论是小学、中学、大学,乃至幼儿园和职业学校,需要的是人类已有的最佳专业和科学知识、工具、资源和实践的整体有机地支持和帮助,而不是如原野般生态的自生自灭,也不可能由勤奋地学习零散的知识、鸡汤、感悟来实现。

 
About 3.0 School
 

Whether in a rural area, a little township, a city, or even a metropolis, a school shall be the Spirit Hall of the Community that models the mission and responsibilities of 3.0 Schools: educate children, unite people, and lead society.”

“Educate Children”: School is the learning place to help children face the past, present, and future while constructing knowledge, applying skills, and developing character.

“Unite People”: School is the educational place for people to respect and follow common or shared rules while practicing and implementing coexistence, communion, and co-development.

“Lead Society”: School is also the practice place to lead the society for inclusive, honest, innovative, and harmonious development.

Based on the world’s public school education development history, we differentiate the schools into three phases:

1.0 Schools, schools of an agricultural society

2.0 School, schools of an industrial society

3.0 School, schools of an ecological society.

In a 1.0 School, reading, writing, and calculating are the basic skills for sharing, communication, and application. The learning is one-directional, moving from adults or teachers to children or learners and is based on books. The space requirements for students in school are usually for a desk and a bench or chair. Class-size usually does not matter. 1.0 Schools are local based.

In a 2.0 School, schools are the manufactories to produce “human resources” for the industrial society and school education has been considered as a part of economic development and GDP. An age-based class lecture system is the foundation and common structure and students were enrolled and graduated from school at the same age with the same group of students. The classrooms are arranged as cells for the same group and students go through the subject matter assembly line. The learning happens one-way from teacher to student based on textbooks with a few experiments. The assessment is mainly a paper-based knowledge tests. Children who are successful on tests and fulfill graduation requirements are considered quality products.

Students have been arranged to learn languages including mathematics first during the elementary phase, then acquire certain subject matter knowledge during the middle school phase, which may extend through college. Field study and deep learning or practice within an authentic context, happens mainly after learning basic knowledge (facts and skills). Innovation may only happen after 20 some years of school. This P-20 (pre-school to college) school education model is inefficient and not sustainable for family and human society no matter where.

2.0 Schools are regional or national based.

The 3.0 School which we first innovated shall be rooted in the nature and social ecological environment and based on the cooperation of family, school, and society development. We focus on the wellbeing of every member of the school educational community funded on the sustainable development of the whole school ecology and climate. We believe, learning happens wherever the learner’s footprints may be and what relationships he or she may have with others and with nature. The content knowledge on finance, legal, languages, mathematics, science, engineering, technology, and self can and should be learned while children inquire and discover the world. High expectations within authentic learning curriculum and teaching with embedded performance-based assessment are conducted by the 3.0 schools. Evidence-based modern school management and development, guided by the Neighbors’ Kids idea, shall unite people and lead society to sustainable development. Learning and innovation happens together in real time.

The most important outcome of a 3.0 School is human relationship—to get along and be involved in teamwork with others. Cluster Groups and Classes (CGC) and School within School (SwS) have been created for this purpose. Each CGC is located in one learning pond, which includes personal spaces, group spaces, shared spaces, and public spaces. It has a family style space including three classrooms surrounded by removable dividers, one shared family space for the three classes, with drinking fountains, and restrooms for girls and boys. Each CGC is formed by three different close-age classes mentored/taught by 5+2 teachers (five in pond subject matter teachers: language, mathematics, science teachers, plus 2 shared physical and art educators) in one learning pond. The teachers stay in the shared family space when not teaching in a classroom. Four CGCs become one School within School.