常州威雅学校：相约全人教育分享会，让“全人教育”课程陪伴孩子茁壮成长！
让“全人教育”课程陪伴孩子茁壮成长
A ‘Holistic’ Curriculum at Wycombe Abbey
01
多元智能理论
1983年美国心理学家霍华德 · 加德纳在其著作《智能的结构》中首次提出了“多元智能理论”。霍华德 · 加德纳教授是哈佛大学教育研究生院的首席研究教授。
The theory of ‘Multiple Intelligences’ was first proposed by the American psychologist Howard Gardner in his book “Frames of Mind” in 1983. Howard Gardner is currently a leading Research Professor at the Harvard Graduate School of Education.
加德纳的理论挑战了传统定义的单一智能理论，通常与逻辑能力联系在一起，被称为“智商”。但加德纳打破常规，提出了多元智能理论，并认为每种类型的智能都同等重要。
Gardner’s theory challenged the notion that there only exists one form of intelligence, a general intelligence, often linked with logical abilities and scored as ‘IQ’. Gardner proposed there are instead a number of spheres of intelligence, none necessarily of greater importance than any other.
加德纳的理论已经被英国的许多学校采用，并付诸实践成为一种新型教育模式。因为该理论的诞生，教育者们逐渐能够将不同类型的智能等同视之。智能的定义拓宽了，孩子们的可能性将不再受限。他们可以通过不同形式的学习方法和发展方向在广泛的领域得到培养和赞扬。
In many independent schools in the UK, Gardner’s theories have now been accepted as the educational model, because it allows educationalists to take all forms of intelligence as seriously as any other, so there is no definitive scale of intelligence and children can be nurtured and praised for different forms of learning and development across many fields.
加德纳提出了8种智能类型：
Gardner suggests there are at least eight forms of intelligence:
语言智能 Linguistic
逻辑智能 Logical
空间智能 Spatial
动觉智能 Kinesthetic
音乐智能 Musical
交际智能 Interpersonal
内省智能 Intrapersonal
自然智能 Naturalistic
多元智能教育方法通常被称为“全人”教育，该教育方法在常州威雅的广泛运用使得我们能够从多维度方向培养孩子。
This approach in education is often referred to as the ‘holistic’ approach, a word embraced by Wycombe Abbey as we seek to develop children in a multi-dimensional way.
02
多元智能理论的应用
传统意义上来说，学校通常将前两类智能(语言智能和逻辑智能)作为教学基础。语言智能和逻辑智能通常体现在阅读、写作和数学等学科上。过去，在这些学科上表现优秀的学生被评为“最优秀”或“最聪明”的学生。然而, 有了“多元智能”的概念，教师们会重新思考他们对“优秀”和“聪明”的定义，因为“多元智能理论”拓宽了其定义。
Traditionally, it was the first two categories (linguistic and logical) which were put on a pedestal in schools. Linguistic and logical intelligence is generally manifested in subjects like Reading, Writing and Mathematics, and it was the students who excelled in these who used to be classed as the‘brightest’or‘smartest' . However, with the notion of‘multiple intelligences’, teachers had to re-think their definitions of‘bright’and 'smart’as intelligence suddenly took on a much wider definition.
将所有类型的智能放在平等地位上，教师们可以以此为基础去培养和发展学生性格的各个方面，努力从各个维度上加强对孩子的全人教育。
By placing all these intelligences on an equal footing, teachers can nurture and develop all aspects of the student’s character, endeavouring to enrich the child holistically across all disciplines.
一个全面发展的孩子，通常会被称为“well-rounded”，这表明这个孩子具备的技能、知识和经验遍及多个领域，包括学术上的、体能上的、社交方面等等。这种全面发展的孩子格外受蜚声国际的大学青睐。因为这些学校在招收学生时，尤其关心学生是否能深入参与大学生活的方方面面并贡献出自己的价值，无论是在运动场上、舞台上、实验室里，还是在学生委员会上。
In the UK, a child who has developed holistically, is often termed a‘well-rounded’individual, showing that he/she has skills, knowledge and experience in many fields - academic, physical social and more. And it is precisely this type of student who is the most appealing to international universities as they seek to recruit young people who can contribute to every aspect of university life, whether it is on the sports field, on the stage, in a research laboratory or on the student council.
03
常州威雅与全人教育
在常州威雅小学部，我们为拥有多元丰富的课程而感到自豪，这些课程设立的初衷就是为了培养全面发展的学生。我们不仅开设了英语、语文和数学这一类能够大幅提升学生语言和逻辑思考能力的核心课程，还开设了科学、道德教育和有关自然主义、人际交往与自我认知等话题的课程。此外，体育课和音乐课都涉及肌肉运动、空间和音乐形式等智能的培养。目前开设的艺术、设计与艺术、信息与通信技术等课程都涉及空间和逻辑思考等智能的培养。
In the Primary School at Wycombe Abbey, we are very proud of our diverse and colourful curriculum which has been designed specifically to develop children in a holistic way. Along with the core-curricular subjects of English, Chinese and Maths, which greatly enhance linguistic and logical thinking, there are also the subjects of Science, Moral Education (PSHE) and Topic which lean towards the naturalistic, interpersonal and intrapersonal intelligences. In addition, Physical Education and Music involve the kinesthetic, spatial and musical forms of intelligence. The remaining subjects of Art, DT and ICT often combine spatial and logical thinking.
除此之外，常州威雅还有很多丰富多彩的拓展课程可供选择，这些课程都有助于培养我们刚刚提到的任何一种智能的发展。就拿象棋和其他棋类俱乐部来说，参加这类课程毫无疑问会促进学生逻辑和空间智力的发展。而轮滑、击剑和高尔夫这类课程可以帮助学生的肌肉运动和空间意识得到空前显著的锻炼。创造性写作不仅能提升学生的语言意识，而且能拓展他们的人际交往能力和自我认知思考能力，因为在创作过程中，学生需要考虑故事场景、人物和事件动机。
On top of these, we offer a vast array of ECAs (extra-curricular activities), which will help nurture any one of these spheres of intelligence. For example, chess club and board games club will no doubt develop the logical and spatial intelligences in the student, whereas rollerblading, fencing and golf will predominantly be developing kinesthetic and spatial awareness. Creative story writing, on the other hand, will not only help develop linguistic awareness, but also expand interpersonal and intrapersonal thinking, as the students consider plot, character and motivation in their stories.
作为教育者，看到孩子们都能有好的发展是这份工作中最奇特、最有价值之处。在威雅学校，每一个孩子都能通过教育被发现其独一无二的宝贵之处，在他们将来漫长又激动人心的学习之路放飞梦想。
Children’s development remains the most fascinating and rewarding part of our profession as educators, and at Wycombe Abbey we see every student first and foremost as an individual who needs an education specifically personalized to his/her needs and requirements on the long and exciting journey of learning.
常州威雅小学部科学教室
通过提倡全人教育这一理念，我们能够助力学生教育发展的每一个方面。怀揣着培养快乐、有成就感的学生这一目标，我们希望每一位学生都能愉快而又有力地迈出每一步。
By drawing on the theory of multiple intelligences, we are able to nurture every aspect of the student’s educational growth, with the sole aim of developing happy, fulfilled students who walk with a smile and a spring in their step.
本文作者：
Edward Philpott
常州威雅小学部副校长
Primary Deputy Head
【关于常州威雅】
常州威雅招收3-18周岁适龄学生并对7岁以上学生开放学院制寄宿。学校采用小班制教学，秉承“每一个孩子都卓越” 的教育愿景和全人教育办学理念。不仅重视学生卓越学术能力的培养，更通过音乐、艺术、运动等全方位高品质课外课程以及丰富且有挑战性的研学旅行项目，深入挖掘每一位学生天赋和潜能，全面提升核心素养和全球化视野，帮助学生未来进入世界名校和终身发展奠定坚实的基础。
11月6日星期六
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