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2017 LIFE教育創新峰會

今年的大(da)會主題是“學無邊界”,13場跨界演講,9大(da)主題論壇,8個自由沙龍,5個工作坊(fang),新的教育紀元開(kai)始了。

學(xue)校,老師,學(xue)生,這些角色的界(jie)限已(yi)經變(bian)得越(yue)來越(yue)模(mo)糊,一個個勇敢的聲(sheng)音讓我(wo)們已(yi)經有越(yue)來越(yue)多的機(ji)會去真正(zheng)地“釋放”自己,去改變(bian)這個世界(jie)。

我們亞博投注的學生和老師一起參加了這次大會,深有感悟。
                              

 LIFE峰會                                                                                                                    大會主題: 學無邊界




發言嘉賓: 陳韋明(上海亞博投注創辦人)、郭少彬(在校生)、林婷婷(畢業生)




發言嘉賓: 隋鑫 斜杠青年-不能用一個簡單的職務職稱來定義的年輕人 



發言嘉賓: High Tech High 教育領導力學院院長


 

“比李斌老師更大膽的是上海亞博投注的韋(wei)明(ming)校長(chang),他把整個學(xue)(xue)校交給同學(xue)(xue)們(men)去(qu)管理。他的演講都(dou)讓學(xue)(xue)生來替(ti)他講,但是學(xue)(xue)生講一句(ju),抵上校長(chang)講十句(ju)。這樣的’懶‘校長(chang)再多(duo)幾個,中國的教育就有希(xi)望(wang)了。”

這段話來自21世紀教育研究院公共平臺,我相信這給予了我們亞博投注很大的信心!

 

以下(xia)是我們的同(tong)學和老師(shi)對此(ci)次大(da)會的感悟:

Durant 劉帥:

    小時(shi)候以為天邊有(you)樹(shu)圍著的(de)(de)地方(fang)就是(shi)(shi)世界的(de)(de)鏡頭,路走的(de)(de)多了才(cai)知道這世界那么大(da)。曾經(jing)是(shi)(shi)一(yi)片(pian)荒野的(de)(de)家鄉(xiang)西城區如(ru)今已經(jing)在(zai)(zai)(zai)城市(shi)化過程(cheng)中(zhong)(zhong)變成了燈(deng)紅酒綠的(de)(de)夜場,可能,很多人的(de)(de)精神故(gu)鄉(xiang)都(dou)是(shi)(shi)這樣(yang)在(zai)(zai)(zai)城市(shi)擴張的(de)(de)過程(cheng)中(zhong)(zhong)消失的(de)(de),最(zui)后只(zhi)能保留在(zai)(zai)(zai)記憶(yi)里。我(wo)(wo)想(xiang)我(wo)(wo)應該是(shi)(shi)比較幸運的(de)(de),至少在(zai)(zai)(zai)大(da)學這段時(shi)間里,我(wo)(wo)的(de)(de)“故(gu)鄉(xiang)”一(yi)直都(dou)在(zai)(zai)(zai)。很多人曾經(jing)對新式教(jiao)育(yu)(yu)的(de)(de)執念又(you)何嘗不是(shi)(shi)如(ru)此(ci)。滿腔熱(re)血想(xiang)大(da)刀(dao)闊斧參與到教(jiao)育(yu)(yu)改革中(zhong)(zhong)的(de)(de)熱(re)情在(zai)(zai)(zai)崢嶸歲月中(zhong)(zhong)被磨(mo)碎。

成長總是(shi)要(yao)不(bu)斷失(shi)去(qu),上大(da)學近兩年,看(kan)著昔日意(yi)氣風發的(de)(de)(de)偶像(xiang)身陷(xian)囹吾(wu),看(kan)到(dao)曾(ceng)(ceng)經(jing)口口聲聲說要(yao)為祖國人民謀福(fu)祉(zhi)的(de)(de)(de)人最后終究沒能逃脫世俗的(de)(de)(de)窠臼,看(kan)著許多(duo)(duo)自己曾(ceng)(ceng)經(jing)仰慕的(de)(de)(de)人被世人不(bu)齒……或(huo)許從來一切都只(zhi)是(shi)我的(de)(de)(de)一廂情愿,正如紅樓(lou)夢(meng)里說: 眼(yan)(yan)看(kan)他建高樓(lou),眼(yan)(yan)看(kan)他高樓(lou)起,眼(yan)(yan)看(kan)他……然而我還是(shi)愿意(yi)用我心中不(bu)多(duo)(duo)的(de)(de)(de)善意(yi)來揣測你們,我相信你們一定有許多(duo)(duo)的(de)(de)(de)不(bu)得已,無人傾聽。我在想,是(shi)教育的(de)(de)(de)失(shi)敗還是(shi)人性(xing)的(de)(de)(de)墮落?

第二屆LIFE教(jiao)育(yu)峰(feng)會,讓我(wo)(wo)發現(xian)了許多勇(yong)敢的(de)(de)(de)聲(sheng)音,來(lai)(lai)自不(bu)(bu)懈(xie)奮斗的(de)(de)(de)實(shi)踐者的(de)(de)(de)聲(sheng)音。在(zai)(zai)(zai)短暫的(de)(de)(de)兩天時間(jian)里,來(lai)(lai)自祖國各地(di)乃至世界的(de)(de)(de)教(jiao)育(yu)者們(men)或是參與到(dao)教(jiao)育(yu)中的(de)(de)(de)人們(men)暢所(suo)(suo)欲(yu)言,使我(wo)(wo)這(zhe)樣(yang)一(yi)(yi)(yi)個坐在(zai)(zai)(zai)臺下(xia)的(de)(de)(de)一(yi)(yi)(yi)個普通聽(ting)眾也腦海如(ru)電光(guang)石火般的(de)(de)(de)閃過(guo)好(hao)些(xie)念(nian)頭。比(bi)如(ru)說,連續創業者隋鑫在(zai)(zai)(zai)數千人面前不(bu)(bu)避諱地(di)說自己的(de)(de)(de)中學糗事。在(zai)(zai)(zai)我(wo)(wo)看來(lai)(lai),他(ta)是抱著純真(zhen)(zhen)信仰的(de)(de)(de)一(yi)(yi)(yi)整代(dai)年輕(qing)人。他(ta)的(de)(de)(de)“啟蒙”或許正來(lai)(lai)自于那個年代(dai)對(dui)理想最(zui)熱切(qie)、最(zui)激情的(de)(de)(de)追求(qiu)。當他(ta)說他(ta)對(dui)私(si)人航天領域(yu)(yu)一(yi)(yi)(yi)無所(suo)(suo)知(zhi)卻(que)僅因為熱情而去(qu)找伙伴,找資源(yuan)去(qu)做的(de)(de)(de)那一(yi)(yi)(yi)刻,我(wo)(wo)就懂了。我(wo)(wo)的(de)(de)(de)念(nian)頭全部(bu)都在(zai)(zai)(zai)一(yi)(yi)(yi)瞬間(jian)閃現(xian): 讓我(wo)(wo)聽(ting)聽(ting)他(ta)是怎么(me)做的(de)(de)(de)吧。他(ta)的(de)(de)(de)聲(sheng)音略有(you)一(yi)(yi)(yi)絲害羞感(gan),零(ling)零(ling)落(luo)落(luo)的(de)(de)(de)節奏,但(dan)是卻(que)給我(wo)(wo)一(yi)(yi)(yi)種無形的(de)(de)(de)感(gan)染力。他(ta)想盡了一(yi)(yi)(yi)切(qie)辦法(fa)接觸到(dao)在(zai)(zai)(zai)私(si)人航天領域(yu)(yu)上的(de)(de)(de)工作者們(men),不(bu)(bu)論(lun)(lun)知(zhi)名(ming)度,不(bu)(bu)論(lun)(lun)地(di)域(yu)(yu),更不(bu)(bu)論(lun)(lun)成功與否。他(ta)的(de)(de)(de)故事化解(jie)了我(wo)(wo)心中的(de)(de)(de)原有(you)塊(kuai)壘,坐在(zai)(zai)(zai)臺下(xia)的(de)(de)(de)我(wo)(wo)開(kai)心的(de)(de)(de)暗自笑了出來(lai)(lai),多么(me)美好(hao)的(de)(de)(de)事。有(you)時候,真(zhen)(zhen)的(de)(de)(de),演講的(de)(de)(de)最(zui)終目的(de)(de)(de),其實(shi)不(bu)(bu)在(zai)(zai)(zai)于講,而在(zai)(zai)(zai)于聽(ting)。

而另一(yi)個(ge)令(ling)我(wo)魂夢縈繞的(de)(de)(de)(de)是一(yi)所在(zai)美國加州的(de)(de)(de)(de)學(xue)(xue)(xue)校(xiao): High Tech High。為聽眾介紹(shao)這所學(xue)(xue)(xue)校(xiao)的(de)(de)(de)(de)Laura女士把(ba)絕(jue)大多數的(de)(de)(de)(de)時間用來(lai)展(zhan)示這所學(xue)(xue)(xue)校(xiao)的(de)(de)(de)(de)學(xue)(xue)(xue)生上。其中有一(yi)位學(xue)(xue)(xue)生,從(cong)沒接受過任何繪畫訓練(lian),在(zai)不斷(duan)的(de)(de)(de)(de)鼓勵和支持(chi)下,他在(zai)這個(ge)以(yi)“項(xiang)目式學(xue)(xue)(xue)習”的(de)(de)(de)(de)學(xue)(xue)(xue)校(xiao)中畫出了一(yi)只美麗的(de)(de)(de)(de)蝴(hu)蝶(die)。而在(zai)剛(gang)開始的(de)(de)(de)(de)時候,他畫出的(de)(de)(de)(de)“蝴(hu)蝶(die)”真可謂是“四不像(xiang)”。尊重和支持(chi)每一(yi)個(ge)學(xue)(xue)(xue)生的(de)(de)(de)(de)個(ge)性化發展(zhan),注重團隊交流(liu)與合作,讓教育回歸到(dao)生活。這是許多西方國家(jia)早已(yi)在(zai)做,現在(zai)還在(zai)探究(jiu)并(bing)堅(jian)持(chi)去做的(de)(de)(de)(de)事。在(zai)他們的(de)(de)(de)(de)世界觀里,視學(xue)(xue)(xue)生的(de)(de)(de)(de)成(cheng)功(gong)為教育的(de)(de)(de)(de)成(cheng)功(gong)。

Schmidt在(zai)(zai)耶魯大(da)(da)(da)學(xue)學(xue)報是(shi)(shi)這樣嘲笑中(zhong)國(guo)大(da)(da)(da)學(xue)的(de)(de): 它(ta)們(men)把(ba)經濟上(shang)的(de)(de)成(cheng)功(gong)當(dang)成(cheng)教育的(de)(de)成(cheng)功(gong),并竟然(ran)引以為驕(jiao)傲,這是(shi)(shi)人(ren)類文明史(shi)上(shang)最大(da)(da)(da)的(de)(de)笑話。這不(bu)僅是(shi)(shi)Schmidt 眼中(zhong)中(zhong)國(guo)大(da)(da)(da)學(xue)的(de)(de)問題。事實上(shang),中(zhong)國(guo)人(ren)早已將“經濟上(shang)的(de)(de)成(cheng)功(gong)”視(shi)為“成(cheng)功(gong)”的(de)(de)全部(bu)。在(zai)(zai)這個(ge)(ge)欲望賁張(zhang)的(de)(de)年代,大(da)(da)(da)學(xue)時(shi)刻(ke)面(mian)對兩難選(xuan)擇(ze)(ze)——是(shi)(shi)隨波逐(zhu)流,還是(shi)(shi)保持獨立?復旦大(da)(da)(da)學(xue)校長楊(yang)玉良曾說(shuo)過(guo),大(da)(da)(da)學(xue)的(de)(de)物(wu)(wu)理(li)的(de)(de)圍(wei)(wei)墻(qiang)可以拆掉,“精神(shen)(shen)圍(wei)(wei)墻(qiang)”絕對不(bu)能折。因為沒有了“精神(shen)(shen)圍(wei)(wei)墻(qiang)”,大(da)(da)(da)學(xue)就無法(fa)滿(man)足人(ren)們(men)對她高尚性和(he)純(chun)活性的(de)(de)期(qi)盼(pan),就喪失了大(da)(da)(da)學(xue)存在(zai)(zai)的(de)(de)價(jia)值。然(ran)而(er),中(zhong)國(guo)大(da)(da)(da)學(xue)的(de)(de)物(wu)(wu)理(li)圍(wei)(wei)墻(qiang)正在(zai)(zai)加(jia)高加(jia)厚,而(er)“精神(shen)(shen)圍(wei)(wei)墻(qiang)”卻面(mian)臨倒塌(ta)。大(da)(da)(da)學(xue)在(zai)(zai)電視(shi)宣(xuan)傳片(pian)中(zhong)吹噓(xu)的(de)(de)是(shi)(shi)它(ta)的(de)(de)建(jian)筑物(wu)(wu),而(er)不(bu)是(shi)(shi)它(ta)的(de)(de)人(ren)文精神(shen)(shen),學(xue)生(sheng)選(xuan)擇(ze)(ze)大(da)(da)(da)學(xue),選(xuan)擇(ze)(ze)的(de)(de)標(biao)準不(bu)是(shi)(shi)一個(ge)(ge)大(da)(da)(da)學(xue)的(de)(de)傳統,而(er)是(shi)(shi)就業率的(de)(de)高低。所以,為了考(kao)上(shang)一個(ge)(ge)好大(da)(da)(da)學(xue),高中(zhong)生(sheng)終日埋在(zai)(zai)課本(ben)與試卷(juan)的(de)(de)書(shu)堆(dui)之中(zhong)。

在(zai)我看來,中國(guo)(guo)人有兩個(ge)出身(shen)(shen),一是(shi)家庭,一是(shi)大(da)(da)學(xue)(xue)。中國(guo)(guo)人對(dui)(dui)大(da)(da)學(xue)(xue)的執念,源于個(ge)人對(dui)(dui)身(shen)(shen)份的焦(jiao)慮。當整個(ge)社會(hui)都(dou)認(ren)為讀大(da)(da)學(xue)(xue)時(shi)成才(cai)標準,大(da)(da)學(xue)(xue)卻不能提供社會(hui)需要的人才(cai),是(shi)大(da)(da)學(xue)(xue)的失敗(bai);當孩子要提早告(gao)別童(tong)年(nian)的快樂(le),父母(mu)要犧牲全部積(ji)蓄,兄弟要放棄(qi)接受教育機(ji)會(hui),才(cai)能讓(rang)大(da)(da)學(xue)(xue)生讀上一個(ge)找(zhao)不著未來的大(da)(da)學(xue)(xue),則是(shi)社會(hui)的變態——我們(men)對(dui)(dui)大(da)(da)學(xue)(xue)失望(wang)(wang),是(shi)因為期(qi)望(wang)(wang)過(guo)高(gao);我們(men)對(dui)(dui)它期(qi)望(wang)(wang)過(guo)高(gao),只是(shi)因為成本昂(ang)貴。

大學要(yao)培(pei)養的(de)(de)(de)應該是(shi)(shi)“健全(quan)”的(de)(de)(de)精英,他需有自(zi)由獨立的(de)(de)(de)思想(xiang),天馬行(xing)空(kong)的(de)(de)(de)創意(yi),逆流而上的(de)(de)(de)意(yi)志,推動(dong)社會進步的(de)(de)(de)精神,有著蓬(peng)勃的(de)(de)(de)生命(ming)力(li)。但今時今日,大學是(shi)(shi)官場、商(shang)場、名利場、歡(huan)場、廣場、是(shi)(shi)盲目擴張的(de)(de)(de)流水線、是(shi)(shi)潛(qian)規(gui)則(ze)當道的(de)(de)(de)小社會、限(xian)制外來人(ren)員的(de)(de)(de)私家園林、占(zhan)地面積巨大的(de)(de)(de)小城市,卻唯獨不是(shi)(shi)理想(xiang)主(zhu)義者心中的(de)(de)(de)“大學”。

我們(men)不必制造(zao)苦(ku)難,生活中的(de)(de)坎已(yi)足以(yi)讓我們(men)有時像(xiang)毛蟲一(yi)(yi)樣作繭自(zi)縛,陷于(yu)(yu)一(yi)(yi)種(zhong)(zhong)生存的(de)(de)窒(zhi)息狀態,或是(shi)處于(yu)(yu)絕望的(de)(de)境(jing)地。如果我們(men)能用心去咬破(po)自(zi)己構(gou)筑的(de)(de)外殼(ke),這一(yi)(yi)過程(cheng)會很痛苦(ku),但(dan)是(shi)對(dui)于(yu)(yu)教(jiao)育的(de)(de)重生,它又是(shi)一(yi)(yi)種(zhong)(zhong)必須。

 

Nancy 毛靈吟

       One of the things that struck me first was the sheer diversity and number of innovative educational communities that are springing up in all parts of China. Most of these schools and organizations have very similar missions and ways of achieving their goals. Many of them seem to inherit Dewey’s approach to education. For instance, they all touched upon the idea that the innate curiosity of children should be protected, the importance of reflection in learning from doing and the necessity of putting oneself into a place of discomfort if anything is to be learned and any innovation to be cultivated. In that sense, Xing Wei also belongs to this group of “outliers” in striving to offer a personalized, practical, skill based learning environment, in which the students are the ones who take the rein on their own education. I’ve also heard key phrases like “project-based learning” and “internet-powered teaching” tossed around from talk to talk. Perhaps, this is the new trend that the group of revolutionary and disruptive educators is following, as they cut against the grain.

       There is one school in particular, which shares many commonalities with Xing Wei and could serve as a case study. It is called High Tech High based in San Diego, California. They advocate for a project-based learning. It was started as a one-room schoolhouse, with an aim to promote educational equality. The students are required to work in a farm and bring what they learn outside into the classroom, echoing the ideal of Deep Spring College. The school has a 10-person committee, which plans the curriculum and subjects taught in the classroom. At Xing Wei, we have EACC that oversees curriculum planning but also seven other committees responsible for various aspects of running the school. Many of the teachers at High Tech High are entrepreneurs, engineers, businessmen, architects, musicians, and writers who do not have a formal teacher training but come in with their rich experience working in different industries. Once they join up as teachers at High Tech High, they are trained in a teaching program on site for a month or two. The most important thing that they’re looking for in a teacher is passion for teaching and letting students learn in their own ways and pace. I think that is also what Xing Wei is seeking to do, bringing in experts from the society at large to interact with the students so that theory and practice, school and society, knowledge and hands-on learning, are not separated from one another. One of the things that I think Xing Wei could benefit from doing is organizing school exhibitions, journals or student-led conferences to give the students a chance to showcase what they’ve learned, worked on and thought about to a public audience. Presenting their work and ideas to an audience from outside the school might be nerve-wracking, but it adds another layer of significance to what they’ve accomplished in class, when the students have adults from the outside willing to take some time out of their busy lives, listening to them. Students could also improve their confidence and have a stronger sense of belonging when they’re carrying out field-work, working on projects, putting on exhibitions, publishing journals, organizing conferences together with their peers and advisors. Right now, the students at Xing Wei do not really have a sense of belonging and I think a tighter-knit community would create a more conducive learning environment.

        By doing a project, it is not just the end result that should be examined, evaluated and commodified. The students ought to be transformed. The teachers ought to be transformed. And, the audience ought to be transformed. The speaker, Laura, gave an inspiring example of Austin’s butterfly and she said, “When a student has a moment of excellence, a moment they did something that they never thought could be done before, they are forever transformed.” At Xing Wei and at other places where teaching happens, I think the student’s transformative “moment of excellence” is what teachers should be working towards. The teachers should always be there for the student with a guiding hand but one that does not push excessively or unilaterally, not before the student is ready.

 

編(bian)輯(ji): Ethel 吳淑怡

              Durant 劉帥

            Nancy 毛靈吟

                                                        圖片來源:亚博投注

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