Te-whariki中文翻译复习进程.docVIP

The Strands（书P44-P45） The strands and goals of the curriculum arise from the principles. Each strand embodies an area of learning and development that is woven into the daily programme of the early childhood setting and has its own associated goals for learning. 课程的目的是从原则上产生的。每一条链都体现了一个学习和发展的领域，它被编织进了童年的日常生活中，并有着自己的学习目标。 There are five strands.有5点 Well-being – Mana Atua Belonging – Mana Whenua Contribution – Mana Tangata Communication – Mana Reo Exploration – Mana Aotūroa 幸福–法力阿图阿 属于–玛那·温诺华 贡献–法力为序幕 通信–法力REO 探索–法力AOTūROA The strands are defined in terms of the goals and learning outcomes needed to achieve them,of each strand’s relationship to the principles, and of adult responsibilities associated with each strand. 股被定义的目标和学习成果，实现他们，每一个链的关系的原则，并与每个链的成人责任。 The Goals（书P44-45)目标 The goals identify how the principles and strands can be incorporated into programmes at a practical level. 目标确定的原则和如何在一个实际的水平可以被纳入到方案。 The goals for learning and development within each strand are described in terms of:习和发展的目标描述的条款： 1.learning outcomes for knowledge, skills, and attitudes; 1.结果的知识，技能和态度； questions for reflection; some examples of experiences to help meet these outcomes for infants, toddlers, and young children. 2.反射；一些经验，以帮助满足这些后果的婴儿，幼儿和儿童。 Learning Outcomes学习结果 Knowledge, skills, and attitudes知识，技能和态度 The outcomes of a curriculum are knowledge, skills, and attitudes. The list of outcomes in this document is indicative rather than definitive. Each early childhood education setting will develop its own emphases and priorities. 课程的结果是知识，技能和态度。本文件中的结果列表是指示而不是最终结果。幼儿教育的每一个设置都将发展自己的重点和优先顺序。 In early childhood, holistic, active learning and the total process of learning are emphasised. Knowledge, skills, and attitudes are closely linked. These three aspects combine together to form a child’s “working theory” and help the child develop dispositions that encourage learning. 在早期的童年，全面的，积极的学习和学习的全过程，强调。知识，技能和态度是紧密相连的。这三个方面结合在一起，形成一个孩子的“工作原理”，帮助孩子养成性格，鼓励学习。 In early childhood, child