国际高中院校库

华德福教育的基本原则华德福教育提供的课程遵循一定的顺序，经过多年的积累，从幼儿园开始，从1班到12班。当一个孩子经历不同的发展阶段时，每个阶段都会带来特殊的发展可能性。不管孩子们有多么不同，他们的情感和身体成长或多或少遵循着同一条主线。教师通过观察来确定每个孩子的发展阶段，并利用这些信息来确定孩子的需求。教育学是识别儿童隐藏意图的艺术，它被用来创造一个儿童能在其中最佳发展的环境。发育阶段在孩子生命的前七年中，发育集中在身体周围。儿童通过精炼粗略和精细的运动技能来学习走路、说话、思考和控制身体。在华德福幼儿园的早晨，核心元素是自由、无结构的想象力游戏。华德福幼儿园上午的核心元素是自由的、无组织的、充满想象力的游戏。当一个孩子长到6、7岁时，身体发育过程的基础已经奠定。在第二个7年期间(小学和中学)，社交和情感技能开始显现。老师们努力把题目翻译成孩子们能用感官理解的东西。他们能看到、感觉到或听到的东西。在那之后，学生的基本认知技能自动接管。这涉及阅读、写作、算术、语言、地理和历史。随着这些年来孩子的变化，他或她将能够更清楚地表达他或她的情感，但也发展思考和显示意志力。为了解决问题，几乎每个孩子都有创造性思考的能力。老师试图保护和培养这种能力。在这个阶段的最后一部分，孩子通过情感体验自我和环境。教师们试图通过这个渠道进行联系。他们认可并鼓励学生的兴趣和想象力，正是通过这种联系，创造力和纪律得到了培养。在第三个发展阶段(14岁到21岁)，分析能力和抽象思维得到发展。学生通过思考学习理解世界。在华德福学校，每个孩子都在智力、创造力、艺术和社交水平的各个发展阶段受到挑战。由于这个原因，我们提供了广泛的科目，每个孩子都可以遵循他们自己的个人水平。当教师自己根据班级的具体兴趣开发课程时，孩子们会更投入和热情。课程激发的过程是学习过程中一个重要的、激发性的因素。老师通过鼓励学生质疑学习材料并表达他们的观点来促进这一点。在处理所学知识的过程中，孩子们将自己的感受和如何将其运用到工作中去。这需要专注、奉献和与他人产生共鸣的能力。华德福学校的社会教育老师们教同一个班级好几年。这也是我们在国际学校的目标。通过这种方法，建立了牢固的师生关系，以及真正的社区意识和责任感。一年中我们庆祝几个节日。这些庆祝活动帮助我们重新认识生活的几个方面。我们也经历着每个季节的流逝，这给了我们一个机会去感谢大自然给我们的东西。我们作为一个社区一起庆祝这些节日，孩子们和家长们都期待着它们，就像他们每年都会来的老朋友一样。简而言之:头、心和手我们鼓励每个孩子以一种平衡的、适合年龄的方式发展他们的头脑(认知)、心(社会和情感天赋)和手(身体技能和毅力)。因此，我们的小学课程不像许多其他学校那样注重认知发展。即便如此，华德福的学校也达到了丹麦的小学教育标准。他们甚至试图把自己的标准定得比法律要求的更高，他们希望提供的教育能够支持孩子们健康、持久的发展，而且这种发展将持续一生。

Basic Principles of Waldorf EducationWaldorf education offers a curriculum that follows a certain line that builds up over the years, from kindergarten, and afterwards from class one until class twelve. As a child goes through different developmental stages, each one of these stages brings special developmental possibilities. Despite how diverse children are, their emotional and physical growth follows more or less the same general line. The teachers determine the stage of development of each child through observation and use that information to determine the child’s needs. Pedagogy is the art of recognition of a child’s hidden intentions and it is used to create an environment in which the child can develop optimally. Developmental Phases During the first seven years of the child’s life, development is concentrated around the physical body. A child learns to walk, speak, think, and control its body by refining the gross and fine motor skills. In the morning in a Waldorf kindergarten, the core element is free, unstructured imaginative play. The core element of the morning in a Waldorf kindergarten is free, unstructured imaginative play. By the time a child reaches the age of 6 or 7, the foundation of the physical development process has been laid. During the second seven-year period (the primary and middle school years), social and emotional skills are starting to emerge. Teachers try to translate subject matter into something the children can grasp with their senses. Something they can see, feel, or hear. After that, the student’s basic cognitive skills automatically take over. This concerns reading, writing, arithmetic, language, geography and history. As the child changes in these years, he or she will be able to express his or her emotions more clearly but also develop thinking and show will-power. Almost every child has the ability to think creatively in order to solve problems. The teacher tries to protect and nurture that ability. In the final part of this phase, the child experiences the self and the environment through emotions. Teachers attempt to connect through this channel. They recognize and encourage their student’s interests and imagination and it is through that connection that creativity and discipline are cultivated. In the third developmental phase (from the age of 14 until 21), analytical skills and abstract thinking are developed. Students learn to understand the world through thinking. The Complete Person At a Waldorf school, each child is challenged on an intellectual, creative, artistic and social level at all stages of development. For this reason, we offer a wide range of subjects which every child can follow at their own individual level. When the teachers themselves develop lessons based on specific interests of their class, the children are more engaged and enthusiastic. Processing of The Curriculum Being motivated is an important and stimulating factor in learning. The teacher promotes this by encouraging students to question the learning material and express their opinions. While processing what they have learned, the children connect with what they feel and how they want to put that into work. This requires concentration, dedication and the ability to empathise with others. Social Education In Waldorf Schools teachers teach the same class for several years. This is also our aim at the International School. With this approach, a strong teacher-student bond is created, along with a true sense of community and responsibility. Annual Celebrations Throughout the year we celebrate several festivals. These celebrations help us to reconnect with several aspects of life. We also experience the passing of each season and this gives us a chance to show gratitude to what nature gives us. We celebrate these festivals together as a community and the children and parents all look forward to them like they are old friends that come by each year. In a nutshell: Head, Heart & Hands We stimulate each child to develop their Head (cognition), Heart (social & emotional endowments) and Hands (physical skills and perseverance) in a balanced and age-appropriate way. As a consequence, our primary school curriculum is less focused on cognitive development than many other schools. Even so, Waldorf schools meet Danish primary educational standards. They even try to set their own standards higher than is required by law, by wanting to offer an education that supports a healthy durable development in children that will last a lifetime.