丹麦案例-论学校建筑及学习场所.docVIP

丹麦案例:论学校建筑及学习场所我想通过这篇文章谈一谈丹麦或北欧是如何建造教育环境，以及通过这些环境的建造，我们能获得什么。差异化学习的景观 丹麦的小学和初中为6~16岁儿童提供教育，在某种程度上，和高中一样，也都在经历着一个组织形式上的变革，这种改变体现在学校环境的改变。这些变化有着清晰的跨国发展的趋势，正如我们在其他北欧国家看到的一样，现在那里对所谓的差异化学习环境有需求，这种环境有利于开展日常的学校实践，而传统的教室只是其中很多教学场所中的一个。你经常会看到这样的语句：“我们为未来建造学校”。差异化学习环境分为学生们在校的学习空间、自主学习空间和团队合作空间三部分。这些空间和室内装饰丰富了日常的教室景观，可供不同人群选择。在世界很多地方，教室布置一般是成排的桌子、桌子后放置硬木椅子，学生坐在椅子上面对教师和黑板（白板或电子智能板）听讲。在面对多种可供选择的学习环境时，我们不采用单维度环境或一种座位排列形式，团队工作可在升降平台上进行，这个平台环境可以是封闭的，也可以是能让学生俯瞰整个区域或楼外环境的。学生们能在角落里找到远古的壁龛，甚至能一同坐在楼梯台阶上。学生能在柔软外形的”读书管”里找到单独的读书场所，或是把豆子袋拎到任何想呆的地方坐下来——可以一个人坐或是和其他坐在长椅、窗沿或躺在地上的同学一起。 By this article I aim to give an impression of current ideas about how to build educational environments from Danish or Nordic perspectiveand what is to be gained by these environments. The landscape of differentiated learning Primary and secondary schools in Denmark (that is education for the 6-16 year old children), and to some extend high schoolsas well, are going through organizational changes that are manifested in changes in the built environment of the schools. These changes have a clear and cross country tendency, as we see similar changes in the other Nordic countries: There is a demand for so called differentiated learning environments to facilitate an everyday school practice in which the traditional classroom is only one of many sites in which learning takes place. We are “building schools for the future” - an expression you find again and again. Differentiated learning environments are spaces at school that the pupils can go to, on their own or in groups. These spaces and interior decoration offers alternatives to the landscape of the everyday classroom, which is known in so many parts of the world as a landscape of tables on rows, hard chairs behind tables, pupils at the chairs facing the teacher and the chalkboard, or the whiteboard or smartboard. Within the alternative or supplemented landscapes of learning instead of having one single level (and one single form of seating) where everyt