妤兮画了一幅图并展示给老师，她向老师解释说：“这是一个迷宫，只有最后一条路可以通往家，中间的数字可以帮助你找到回家的路。” 老师对她的作品感到非常惊奇，并开始反思：

妤兮是在哪里接触到迷宫的概念？

她是对走迷宫感兴趣还是对绘制迷宫感兴趣？

作为教育工作者，我们又该如何支持她，丰富她在这方面的学习经验？

在耀华，我们高度重视每个孩子的个性和需求，我们以孩子的兴趣为基础，来引导和支持他们的学习过程。

Elaine drew a picture and showed it to her teacher, explaining, "This is a maze”. Only the last path can lead you home, and the numbers in the middle can help you find your way back." The teacher was very surprised by her work and began to reflect:

 Where did Elaine learn about the concept of a maze?

 Is she interested in walking through mazes or drawing them? 

As educators, how can we support her and enrich her learning experience in this area? 

At Yew Wah, we highly value each child's personality and needs. We guide and support their learning process based on their interests."

教师打印了一些“迷宫”，并设置在班级区角中，然后进一步观察妤兮和其他孩子的反应。不仅仅是妤兮，班里的孩子们都被这个迷宫游戏吸引了，纷纷参与进来。有些孩子表示还想要挑战更难的迷宫。

The teacher printed some mazes and set them up in the classroom, then further observed the reactions of Elaine and other children. Not only Elaine, but many other children were attracted to this maze game, and they all participated in it. Some children even expressed that they wanted more challenging mazes to challenge themselves.

我们认为环境是孩子的第三位老师，环境不仅仅是孩子们生活和学习的背景，更是他们探索世界、发现新知、锻炼实践能力的重要平台，所以我们经常会创设丰富、有趣、启发思考的环境，以激发和引导孩子参与各种活动，让他们在自由探索和游戏中感受快乐、收获成长。孩子不仅在与老师、环境的互动中学习，同时也从观察同伴的行为和与同伴的互动中汲取经验，增进理解。

We believe that the environment is the third teacher of children. The environment is not only the background of their life and learning, but also an important platform for them to explore the world, discover new knowledge and practice their abilities. Therefore, we often create rich, interesting, and thought-provoking environments to stimulate and guide children to participate in various activities, allowing them to feel happy and grow through free exploration and play. Children not only learn through interactions with teachers and the environment, but also gain experience and deepen their understanding through the behavior and interaction of their peers.

为了响应孩子们的兴趣，我们给他们讲述了《花园迷宫》的故事。这个故事的内容点燃了孩子们的兴趣，他们从中得到灵感，并决定自己动手制作一个迷宫。

In order to respond to the children's interests, the teacher told them the story of "Garden Maze". The content of this story attracted the children, and they were inspired by it and decided to make a maze by themselves.

当孩子对一个主题有持续的兴趣时，教师作为支持者，总是会思考：在孩子主导的一段学习经历中，我们如何将孩子的学习经验和学业技能联系起来？这也是耀中耀华十二项信条中的其中一条。

When children have sustained interest in a topic, as a supporter, teachers always think about how to connect their learning experiences and academic skills in child-led learning. This is also one of the The 12 Values in YCYW.

孩子们对“自己动手制作迷宫”这个想法感到非常兴奋；我们和孩子们就如何制作迷宫展开了讨论——教师利用开放性问题激发孩子们思考，并且认真地写下每一位孩子的想法。当孩子们看到自己的每一个想法都被老师认真地写在纸上，他们感受到被尊重；这样的方式可以鼓励孩子们进行更大胆、积极地表达。

The children were very excited about the idea of making their own maze, and we began discussing how to make it. The teacher used open-ended questions to stimulate the children's thinking and carefully wrote down each child's ideas. When the children saw that every one of their ideas was being carefully written down by the teacher, they felt respected and encouraged to express their ideas more boldly and actively.

讨论过后，大家一致认为利用纸箱制作迷宫是最适合的，就这样，制作迷宫的工程开始了！

After the discussion, everyone agreed that using cardboard boxes to make the maze was the most suitable option. And so, the project of making the maze began.

起初，孩子们计划将迷宫布置在教室内，但很快他们发现了一个问题：午睡的时间段，我们都需要用到教室的全部空间来摆放床铺，这样一来迷宫就无法保留下来。

孩子们立即又想到可以将迷宫放在教室外的走廊上，但走廊却又是一个需要保持行人畅通的地方，也不能够放置。最后大家共同决定将迷宫设在另一个教室外的开阔地上。

At first, the children planned to set up the maze in the classroom, but they soon realized a problem. During nap time, all the space in the classroom was needed for beds, which meant that our maze could not be kept there. The children immediately thought of putting the maze in the hallway but considering that the hallway needed to remain open for passage, everyone decided to set up the maze in an open space outside another classroom.

当孩子们遇到问题时，老师作为引导者与支持者，并不会直接给出解决问题的答案，而是会引领孩子们去思考，以此提升孩子们解决问题的能力。

When the children encounter problems, the teacher guides and supports them and does not directly provide solutions. Instead, the teacher leads the children to think about finding solutions, enhancing their problem-solving abilities.

老师为孩子们提供了大量的纸箱，有的孩子规划摆放方式，有的孩子用胶带为箱子封口，有的孩子协助扶着箱子，他们互相交流、合作。每一位参与其中的孩子都能找到适合自己的工作，并在自己能力的最近发展区得到进一步发展。

The teacher provided the children with a lot of cardboard boxes. Some children planned the layout, some taped the boxes shut, and others helped hold the boxes in place. They communicated and cooperated. Every child who participated found a suitable job and further developed their skills in their nearest development zone.

当我们的迷宫大概成形时，老师问：“我们还可以做什么让我们的迷宫更丰富？”，孩子们给出了丰富的答案。在“圆圈活动”中，我们总是鼓励孩子勇于表达自己的想法，并且在实践与讨论中去论证自己的想法。

When our maze was taking shape, the teacher asked, "What else can we do to make our maze more interesting?" The children gave many answers. In the end, they decided to add decorations and obstacles to the maze to make it more challenging. They also brainstormed ideas for games that could be played in the maze. The children were excited to see their ideas come to life and proud of their hard work.

老师在教室里播放孩子们制作迷宫的照片，并让孩子们介绍自己当时正在进行的活动。通过这些照片的回顾，可以帮助孩子们重新梳理他们制作迷宫的整个过程，并对自己的实践行为进行反思。这种方法不仅能培养孩子们的反思和自我评价能力，同时也有助于提高他们解决问题的能力。

The teacher showed the children pictures of them making the maze and asked them to describe what they were doing at the time. Reviewing these photos, helps children re-examine the entire process of making the maze and reflect on their actions. This method not only cultivates children's reflection and self-evaluation abilities but also helps improve their problem-solving skills.

期待已久的“迷宫”之旅终于成行了。一大早，我们抵达了九龙湖景区的山顶，清新的空气中带着丝丝凉意，我们兴奋地开启了“迷宫寻宝活动”。

小朋友们和家长们按照各自所属社群的颜色，在迷宫里寻找与之对应的彩色币，为自己的队伍赢得分数。带着共同的目标，大家的热情高涨，在迷宫中穿行探索，最终每个队伍都取得了令人满意的成绩。

通过这次活动，孩子们不仅亲身体验了迷宫的魅力，对其有了更深刻的认识，家庭成员之间还加深了情感联系，也使孩子们在欢乐与游戏中获得了宝贵的成长经验。

The long-anticipated "maze" journey has finally come to fruition. Early in the morning, we arrived at the summit of Kowloon Lake, where the fresh air carried a hint of coolness, and we excitedly embarked on our maze treasure hunt activity. The children and their parents, according to the colors of their respective communities, searched for color-matching coins within the maze to score points for their teams. With a common goal in mind, everyone's enthusiasm soared as they navigated and explored the maze, with each team ultimately achieving satisfying results. 

Through this activity, the children not only experienced the charm of the maze first-hand and gained a deeper understanding of it, but also strengthened emotional bonds between family members, allowing the children to gain valuable growth experiences amidst joy and play.

END

本年度入学申请

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