STEM培训课程人员合影

        2019年6月2日至6月6日，宁海蔚特国际幼稚园师资团队赴上海华东师范大学参加美国加州理工儿童中心带来的ECSTEM学前教育理念与实践培训课程。

         From June 2nd to June 6th, the teacher team from Ninghai Witty International Kindergarten participated in curriculum training about ECSTEM’s preschool education ideas and practices in East China Normal University in Shanghai which was brought by the Children Center of Caltech.  

        STEM是科学（Science），技术（Technology），工程（Engineering），数学（Mathematics）四门学科英文首字母的缩写。而ECSTEM是特别针对学前儿童的STEM教育体系，根据美国NSTA（美国幼儿教育协会）指导原则及NGSS（美国新一代科学标准）构建的适合3—6岁幼儿年龄特点的课程。涵盖三大科学领域，九大核心概念，七大评估标准，拥有ECSTEM专用的思维导图、引导策略和教学方法。

        STEM is an abbreviation of Science, Technology, Engineering and Mathematics. ECSTEM is a specialized education system for preschool children，according to the guiding principles of American NSTA(American Association of Early Childhood Education ) and the construction of NGSS（Next Generation Science Standards), which is proper for children aged 3-6. It covers three main scientific fields, nine key concepts, seven evaluation criteria and has specialized mind mapping, boot strategies and teaching methods.

ECSTEM专家团队

ECSTEM Expert Team

                  Susan Wood

美国加州理工学院儿童中心创办者

The Creator of Children Center of Caltech

美国加州理工学院儿童中心主任

Director of Children Center of Caltech

美国ECSTEM全美大会组织创办人

Organizer and Creator of ECSTEM American National Congress

       曾被邀请担任南加州大学（USC）和加州大学洛杉矶分校（UCLA）儿童中心总监；Pasadena城市大学和加州大学洛杉矶分校教研员；洛杉矶县教育办公室培训师。

        Susan Wood once served as Chief Director of Children Center of both USC and UCLA;Researcher of Pasadena City University and the UCLA; Trainer of education office in Los Angeles County.

            Gretchen Kammerers

                           首席教研员

                       Chief Researcher

       加州理工学院儿童中心资深教师，毕业于加州圣地亚哥国立大学，拥有学前儿童教育学士学位。

       Senior teacher of Children Center of         Caltech,graduated from San Diego National     University, Bachelor’s degree on preschool     education.

       她参与开发并实践了针对学前儿童的开创STEM课程，并作为全美学前儿童STEM 大会的演讲者，为学前儿童教育领域的教育者们介绍其在该领域的探究与实践。

       She participated in curriculum development and practiced creating STEM curriculum for preschool children. As the speaker of STEM Congress for American preschool children, she introduced educators from preschool education fields to her exploration and practices in this field.

    Alexandra Domingo Landayan

       毕业于加州州立大学北岭分校，获得儿童和青少年发展学士学位，专注于儿童早期发展。她在加州理工学院儿童中心做了两年的高级教师。

        Teacher Alexandra graduated from  the North Ridge Campus of California State University , she has got a Bachelor’s degree on Child and Adolescent Development, and she is engaged in Early Childhood Development. Teacher Alexandra has been an advanced teacher in CCC for two years.

Marlene Garcia

       在加州州立大学洛杉矶分校获得社会学学士学位，辅修儿童发展，有8年的幼儿工作经验。

       Teacher Marlene got her  Bachelor’s degree on sociology in UCLA, and her minor course was in child development. She has eight years of working experience with children.

Retha Jean Jones

首席教研员

Chief Researcher

       在加州理工学院儿童中心担任高级教师16年。她在太平洋生命学院获得神学学士学位。

       Teacher Retha has been the advanced teacher in CCC for 16 years. She got her Bachelor’s degree on theology in Pacific Life College.

理论篇

Theoretical Part

      在历时五天四十课时的学习中，蔚特教师团队从Marlene老师和Retha老师所介绍的加州理工学院儿童中心的生活实践、园艺、烹饪、缝纫等课程案例中，深切体会到了孩子们在STEM课程中自主自发的探索乐趣。在愉快的学习氛围中，蔚特教师们还参与体验了许多生动有趣的游戏，大家像孩子一样游戏、学习、提问、讨论，真正了解了STEM的教育方法、以游戏为核心的教育模式、早期STEM课程在学习中的意义以及实践方法等。

      After five days, about forty hours' learning, with the help of teacher Marlene and teacher Retha, who introduced us to curriculum examples about life practices, gardening, cooking and sewing from the CCC, our Witty teacher team deeply felt childrens’self-spontaneous interests in exploring in STEM’s curriculum. The atmosphere was happy and our teachers experienced lots of vivid and interesting games. Everyone played, studied, asked questions and debated like children, and we truly understood STEM's teaching methods, game-centered teaching patterns, practice ways and the earlier meaning of STEM in study.

实战篇

Practical Part

      在培训中，蔚特教师们从大量的实践教学案例中，真正了解了孩子们在STEM中的学习过程。在Kammerers老师和Alex老师就力量与运动，比生命更壮大，没有窗也没有门等主题的交流分享中，蔚特教师运用各种材料，分组合作、亲身探究了海绵、平衡、运动等项目，以最直接的方式感受到“ECSTEM的课究竟该怎样上”。

      In the training, Witty teachers knew about children's learning procedure in STEM from many practical teaching examples. In the communication, teacher Kammerers and teacher Alex shared some of the themes such as Strength and Sports, Stronger than Life, Without Windows or Doors and so on. Witty teachers cooperatedin groups and explored programs like sponges, balances, sports and so on, while using different kinds of materials to feel “how to have ECSTEM lessons”in the most direct way.

感悟篇

Sensational Part

      培养孩子不需要购买华而不实的玩具，生活周遭触手可及，一花一草都可以是教材。教师们所要做的，是给孩子们最好的陪伴和引导，让孩子们学会用科学家的思维去学习、解决问题，并帮助孩子们自主主导整个学习的进程，为孩子们创造学习的土壤，和孩子们一起探索、学习、成长。

      Cultivating children doesn’t require flashy toys, because the surroundings are at your fingertips, and one flower or one grass can be your teaching material. What teachers need to do is to give children our best company and guide, to let them learn and solve problems, like a scientist, to create learning environments, help them to lead the whole learning procedure independently, and to explore, study and grow with children.

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