社区为本的专题研习community-basedproject.doc

專題研習 (Project Work) Extracted and adapted from: /eece/pubs/books/projapp1/initial.html Historical Background Lilian G. Katz Project work was a central part of the Progressive Education movement earlier this century in the United States. Kirkpatrick (1918) and his colleagues referred to it as the Project Method. In 1925, Rawcliffe, an elementary school supervisor in Cicero, Illinois, published Practical Problem Projects describing projects conducted in Chicago area schools during the 1920s in first- through ninth-grade classes. The project method was further developed in the 1960s and 1970s in the infant schools in England. Today, projects constitute a significant element in the extraordinary work seen in the preprimary schools of Reggio Emilia. From Reggio Emilia much is being learned about the role of the graphic languages and of documentation in enhancing childrens learning through projects, and about the roles of teachers and parents in good project work. What is a Project? A project is an extended, in-depth investigation of a topic, ideally one worthy of the childrens attention and energy. In other words, projects involve children in conducting research on phenomena and events worth learning about in their own environments. In the process of these investigations children have opportunities to: pose questions, generate theories and predictions concerning possible answers, seek answers to their questions (answers from which they are likely to generate still more questions), interview experts and others from whom relevant information can be obtained, and engage in other activities involved in collecting information. The Project Approach in Action Sylvia C. Chard Projects, like good stories, have a beginning, a middle, and an end. During the preliminary planning stage, the teacher selects the topic of study (based on the childrens interests, the curriculum, the availability of local resources, etc.). The teacher also brainstorms her own experience, knowled