怎样培养孩子的自主管理能力？How to Develop Students' Self-management Ability?

来自小学部校长顾文秀女士：

本篇我们将以四年级孩子的成长为例，与您分享孩子自主管理能力的养成。

四年级孩子正处于小学阶段的快速成长期，在学校生活中，明显存在以下特点：一方面独立自主意识明显增强，表现为希望在不同场合表现出自己不同于他人的独特思考和行为，另一方面亦缺少良好的自律，比如在集体活动中存在一些散漫和拖沓。这完全符合孩子的成长规律，也需要我们及时关注到并给予有效帮助，特别是进行有针对性的引导和激发。四年级中外教师团队针对孩子在此期间的发展状态，采取了有声有色的教育跟进：

近期，孩子们已经从“食物与健康”板块转向对“人与自然的关系”探究。老师们设置了不同的主题任务，让孩子首先了解大自然中各类动物的习性，从而链接到人类本身。“动物的犯罪现场勘察”是孩子们特别感兴趣的内容，通过先期讨论、互联网查询、大胆想象、博物馆探究等方式，老师将学习任务放手到孩子手中，给了孩子更多独立探索的可能。

从每天的晨会开始，孩子们会对一整天的生活进行分工和讨论，并围绕“健康与幸福”十个成长技能，对照当下存在的成长问题，比如伙伴交往、学习困难、个性与团队等进行持续讨论，在发现问题中成长和自律。

为实现组内成员精诚协作，老师们与孩子共同讨论，拟定了小组合作中不同角色的具体任务，并通过角色轮流互换来体验不同责任的分担。

我们十分看重孩子在小学每一阶段学习过程中学术水平、个性修养和社交能力的综合养成教育，也希望今后与大家分享更多相关内容。

From Sue Gu, Head of Primary:

In this post, I will take the growth of G4 students as an example to share with you the development of students’ self-management ability. At the same time, this topic also applies to all grades of primary students.

G4 students are in the rapid growth stage of primary school. In their school life, they have the following characteristics: on the one hand, the consciousness of independence and autonomy is obviously enhanced. On the other hand, there is also a lack of good self-discipline, for example they are sometimes careless and indecisive in group activities. This completely accords with children's development and needs us to pay attention to and give effective help in time, especially for targeted guidance and stimulation. According to the development state of the students, both G4 national and international teachers take the following steps:

Recently, children have moved from the exploration of ‘the food and health’ to ‘the relationship between man and nature’. The teachers set different thematic tasks to enable children to understand the nature of the various animal habits, thus linking to human beings. "Animal crime scene investigation" is the topic that children are particularly interested in. Through advanced discussions, Internet inquiries, bold imagination, museum explorations and so on, teachers assigned the learning tasks and gave students more opportunities to explore independently.

Starting with the morning registration, children discuss their daily lives, and think over the current growth problems around the ten growth skills of "health and happiness".

The group members take turns to overtake different responsibilities and get a deeper understanding and mutual assistance. In order to realize the sincere cooperation among the group members, teachers discussed with the children, worked out the specific tasks of different roles in the group cooperation, and enabled students to experience the sharing of different responsibilities through the rotation of roles.

To sum up, we attach great importance to all-round development including academic level, personality accomplishment and social ability at every stage of primary learning. We also hope to share you more in the near future.

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