贝博体彩app
马萨诸塞州南堡的幼儿园-九年级
马萨诸塞州南堡的幼儿园-九年级
贝博体育杂志：2019秋冬
小学更新：和我一起建造
Building isn’t “just” building when 小学 students apply the principles of creativity and design.
If Stanford design students can do it, then so can 贝博体育’s 小学ers!
我们最年轻的学生在早期通过动手项目深入研究创造性问题解决方案，挑战他们采用最初在斯坦福大学开发的设计思维过程。 今年秋天，设计与技术老师安德鲁·雪莉参观了这所小学，向学生们介绍了这一过程。 “Design thinking gives students a structured way to identify problems, come up with a plan, evaluate how the plan is going, and make adjustments as they go,” he says. In short, he’s teaching them to ask, imagine, plan, create, and improve.
问：问题是什么？
In Andrea Beaty’s book 艾达·特威斯特，科学家在美国，艾达是一名崭露头角的二年级科学家，她总是在问问题、探索和实验。 This fall, 贝博体育app’s first graders followed Ada’s lead as they designed and built inventions to solve a specific problem.
学生们从他们看到的问题开始集思广益。 One student, whose family is expecting a new baby, recognized that the new addition would also add to the workload around the house, so she designed “The Babyhelper 4000” to pitch in. 为了简化晚上的晚餐程序，另一名学生发明了一个烹饪机器人，它的一只手臂拿着托盘，另一只手臂戴着烤箱手套，第三只手臂挥舞着锅铲。
对于习惯了固定任务的学生来说，这些项目的开放性是令人兴奋的。 在阅读 Iggy Peck，建筑师 幼儿园和二年级的学生两人一组，用意大利面、橡皮泥或棉花糖建造尽可能高的塔。 学生们很着迷地在教室里走来走去，看看他们的同学是如何用完全不同的方式解决问题的。
In another example, second graders made “Place Value Monsters” using blocks that each had a value of 1, 10, 100, or 1000. Each student had to hit at least a three or four-digit number with their animal and then figure out the exact “value” of their creature. “The project reinforced the math content while allowing students to be creative and problem-solve,” says Katie Farrar.
改善: 我能做得更好吗？
虽然用批判的眼光评估他们的工作对幼儿园的孩子来说是一个挑战，但随着时间的推移，构建，测试和重新设计成为一种习惯。
例如，今年秋天，小学生们在读完这本书之后建造了桥梁 第21章大象与静止 贝博体育布鲁克林大桥的建筑。 学生们必须只用冰棒棍和纸杯，搭建一座能容纳21只迷你熊或立方体的桥。 其中一组设计了一座精致的六层桥，而另一组则在设计单层桥时遇到了困难。 为了获得成功，每个小组都必须测试多种解决方案。
一年级老师吉尔·吉本斯指出，这些项目帮助学生明白，完美不是目标。 “One student this year said, ‘Practice makes progress!’” says Jill. “I love that because this is completely about the process.”
幼儿园老师Lillian Bogaert对此表示赞同。 “The children definitely get frustrated when it’s not working,” she says. “But that’s good productive struggle. When it does work, it’s so much more exciting because they had to work so hard to get it right.”
想象一下：解决方案是什么？
设计思维对年轻学生的一个挑战
设计思维对年轻学生的一个挑战
就是要明白一个问题可以有多种解决方案，而且第一个想法可能并不总是最好的。 “We encourage students to generate multiple designs for each project,” says second grade teacher Katie Farrar. “Then they have to choose the best one.”
对于习惯了固定任务的学生来说，这些项目的开放性是令人兴奋的。 在阅读 Iggy Peck，建筑师 幼儿园和二年级的学生两人一组，用意大利面、橡皮泥或棉花糖建造尽可能高的塔。 学生们很着迷地在教室里走来走去，看看他们的同学是如何用完全不同的方式解决问题的。
计划：我们能按我的方式做吗？
在团队中合作解决问题提供了额外的成长机会。 今年秋天，二年级学生五人一组，用纸板和回收材料建造社区。 每个小组都选择了他们想要建造的社区类型（农村、城市或郊区），然后必须为人们创造工作、生活、娱乐和解决问题的空间。 “The challenge was agreeing on the kind of community everyone wanted,” says Katie. “That’s very hard at seven years old because all of the students have opinions, and they all want to be heard.” 学生们公开谈论妥协和合作，他们必须弄清楚如何解决分歧。
创建: Let’s build!
“Building is a great equalizer,” says 幼儿园 teacher Anne Canada. “It allows each child to find success in a different way.”刚摘完苹果 excursion, 幼儿园ers were challenged to build a tower that would support one large apple using only tape, popsicle sticks, and straws.
“Building is a great equalizer,” says 幼儿园 teacher Anne Canada. “It allows each child to find success in a different way.”刚摘完苹果 excursion, 幼儿园ers were challenged to build a tower that would support one large apple using only tape, popsicle sticks, and straws.
In another example, second graders made “Place Value Monsters” using blocks that each had a value of 1, 10, 100, or 1000. Each student had to hit at least a three or four-digit number with their animal and then figure out the exact “value” of their creature. “The project reinforced the math content while allowing students to be creative and problem-solve,” says Katie Farrar.
改善: 我能做得更好吗？
虽然用批判的眼光评估他们的工作对幼儿园的孩子来说是一个挑战，但随着时间的推移，构建，测试和重新设计成为一种习惯。
例如，今年秋天，小学生们在读完这本书之后建造了桥梁 第21章大象与静止 贝博体育布鲁克林大桥的建筑。 学生们必须只用冰棒棍和纸杯，搭建一座能容纳21只迷你熊或立方体的桥。 其中一组设计了一座精致的六层桥，而另一组则在设计单层桥时遇到了困难。 为了获得成功，每个小组都必须测试多种解决方案。
Later this term, second graders will be building pinewood derby cars and tweaking their vehicles’ weight, design, and aerodynamic features to decrease the travel time down the ramp.
一年级老师吉尔·吉本斯指出，这些项目帮助学生明白，完美不是目标。 “One student this year said, ‘Practice makes progress!’” says Jill. “I love that because this is completely about the process.”
幼儿园老师Lillian Bogaert对此表示赞同。 “The children definitely get frustrated when it’s not working,” she says. “But that’s good productive struggle. When it does work, it’s so much more exciting because they had to work so hard to get it right.”
