孩子们通过自己制定的学习目的能获得什么？外文翻译资料

孩子们通过自己制定的学习目的能获得什么？

Kilpatrick, William H（Talks delivered by）,Association Press (Calcutta)

摘要：孩子的学习通过学习目的的制定而有效获得，孩子通过学习目的的确定，增强经验的获得，完善对事物的观念。既可以加强经验和观念的联系，又拉近了学习和生活之间的距离。对学习目的与学习关系的研究主要通过教学案例的分析，思考学习目的对学生学习过程和学习技能获得的关系。我们应该督促学生确立学习目的，以便更好地理解学习，应用于生活。

关键词：学习目的；经验；生活

首先，我们讨论了学习过程中的一些事实，然后讨论了生活与学习的关系。

我们仍然需要更明确地考虑学习是如何通过学习目的来进行的。在处理思维定势时，我们已经讨论过这个问题。现在让我们更详细地讨论一下，特别是学习与学校的关系。

如果孩子们在学校里学习时，遵循自己的目的，他们实际上会学到什么？

首先，我要给你们讲一个发生在十五岁左右女孩身上的例子，她们是通过自己的角度来学习欧洲历史的。老师的名字叫哈奇，他写了一本关于这个主题的书，叫做《通过实践公民权来教授公民权》（纽约，斯克里班斯出版社）。他首先列出了与现代欧洲历史有关的话题。其中一个话题是爱尔兰问题。这正是英格兰和爱尔兰关系紧张的时代。女孩们一读到题目，一些人就说：“我们想要讨论爱尔兰问题。让我们从这一点开始吧。”哈奇先生第二次想到，他认识到班上有爱尔兰裔女生和英国裔女生。他开始担心，如果他们试图提出讨论爱尔兰问题，肯定会有一些愤怒的争吵。他说他不知道是否应该考虑讨论这样一个问题，但他后来意识到，当他越是反对这个问题时，学生们就越想要它。最后，他同意了。他们将要决定的爱尔兰问题的一部分是：英国应该和爱尔兰在这个问题上做些什么。哈奇先生问：“为了考虑这个问题，你首先要做的是什么？”他们意识到，他们不知道要提出什么建议，也不知道为什么会出现爱尔兰问题。

经过讨论，他们决定必须研究爱尔兰问题的历史。然后问题出现了，“我们怎样才能准确地了解爱尔兰问题的历史呢？我们该读什么？”一个孩子建议阅读课本，但另一些孩子说，课本的内容过于简练。另一个孩子提到了《大英百科全书》，但一个女孩反对说这本书对这个问题的观点可能存在偏见。他们迫不及待地去他们的家庭阅览室和学校的图书馆进行阅读。在这个过程中，他们在使用书目、索引和目录方面进行了很好的实践。当他们拿着一本书阅读的时候，他们正从这一个角度来阅读，思考这本书从哪个角度出发解决了这个问题。因此，除了学习爱尔兰问题的历史以外，他们还学会了如何阅读。事实上，大多数人不知道如何参照某个特定的主题来阅读。他们会阅读每一个单词和每一页，甚至是不相关的内容。

有一天，在课程中的进行中，女孩们生气吵架了。哈奇先生读了一篇关于美国宪法大会上大州联邦和小州联邦激烈争吵时发生的事情的报道。这时，本杰明·富兰克林站起来说：“先生们，我们需要的是更多的光和更少的热量。”哈奇先生一读到这些话，就坐下了。一个女孩说，“这就是我们在这节课上所需要的。”“更多的光和更少的热”成为了这节课的座右铭。他们再也没有吵过架，这一次教会了他们如何在不生气的情况下讨论最有争议的问题，这是大多数成年人无法做到的。

他们花了两个月的时间才完成调查。之后，女孩们分成三组，对下一步应该考虑什么持反对意见。经过一番讨论，他们问哈奇先生是怎么想的，但他们不知道，因为他一直把自己隐藏在幕后。他引导他们的研究目的，但没有干涉他们。年底，他们接受了依靠教材进行教学的平行班老师的测试。用新的教学方法教的女孩们的答案和其他女孩一样好，但更重要的是，她们一直在参与决定、思考和行动。

那些女孩对这个话题有什么持久的兴趣吗？两年后，有人说：“你还记得吗，当我们研究爱尔兰问题时，我是这么想的。从那以后我就一直在读书，现在我已经改变了当初的想法。”有了这种古老的教学方法，他们还会继续学习这门课吗？

另一个关于学习目的的例子发生在莫加，几周前我在那里的时候，学校里的每个男孩都有一块地，他自己进行准备工作，种植和浇水。一些在大约第四个标准的男孩，为了让自己农作物的价值得到更好的发挥，他们决定去卖自己种植后剩余的农作物。他们因为需要它，所以有很强的目的来建立这个市场。他们发现了如何卖东西，如何制作账簿和记账。所有住在学校的人都同意从男童市场买东西。

男孩们认为他们需要一个市场，于是他们建了一个。它很小，每边只有六英尺，但有一扇很好的门。门上贴着一周蔬菜的价格，让大家都能看到。一天，一个男孩带来了一定数量的萝卜。当这一天结束时，孩子们意识到这之中出了什么问题，因为有几个萝卜不见了。经过进一步调查，他们发现在两个市场负责人中有一个吃了这些萝卜。然后，全班开会决定如何处理这个男孩。他们决定让这个男孩支付萝卜的费用和一些额外的费用，以确保这个男孩不会再这样做了。这些男孩在做生意吗？对。诚信？诚信与商业的关系？记账？算术？写作？是的，他们正在练习这些。你看到他们在需要的地方正确地学习所有这些东西了吗？他们有充分的理由写得清楚，以便其他人可以阅读所写的内容。他们喜欢准确的百分率是百分之几？

百分之百，绝对准确。如果他们不明白，他们就失败了。让我告诉你，他们的确学得很好。大约六个月前，我和我以前的一个学生进行了交谈，他进入了一个强调孩子们的目标为教学方向的学校。当我问他这是如何工作的时候，他说，“你应该看到过孩子们从小学进入到高中这整个阶段。他们进入高中的第一天，你可以看出那所学校发生了什么事。这是不同的。孩子们向老师们提出了建设性的建议。然后他们直接去找商人和铁路官员了解第一手资料。他们马上就把问题的核心问题解决了。孩子们的活动对他们有意义，在这个程度上，他们在工作中才会发挥自己的聪明才干。

在公共考试中，按照自己的目的学习的孩子表现如何？总的来说，按照旧方法。我们在美国接受的公共考试比印度少，但我们使用的科学测试和量表更多。这些测试表明，在工作中有强烈目标的孩子比没有目标的孩子做得更好。更重要的是，他们通过了人生的考验。他们更善于与生活共事。在一个普通的遵循教材上课的课程中，我们看到孩子们充其量是在学习生活。但这些孩子在学习生活的同时，也参与生活本身。

有些人提出反对意见，“如果你让孩子们在学校里有自己的目的，他们的知识是系统的还是杂乱无章的？”让我反过来问一个问题，“你的历史知识是如何按逻辑顺序排列的？”这一过程可能与我的案件类似。首先，作为一个孩子，我听到人们谈论他们小时候发生的事情。同时我也听说了耶稣的生活。后来，我开始听说我国的英雄，后来，我研究了英国、希腊、罗马和中世纪的历史。这种知识是零碎的。我只知道在一般情况下，有些事情比其他事情先发生。然后我开始问自己，“在这一点和那一点之间发生了什么？”最后，当我有机会使用更多的联系时，我对历史的看法变得更有组织有条理了。只有当我必须更合理地使用它时，我的知识才变得更合乎逻辑。

我们现在的知识有多贫乏？我们对鱼的了解有多少？我从哪里学的鱼？我小时候钓过鱼。我在任何地方都能找到一本关于鱼的书，我还研究了字典里关于鱼的图片。我还从地理和地质学上学到了一些关于鱼的知识。综上所述，我对鱼类的了解仍然很不连贯，但就我的目的而言，它已经足够紧密了。

让我们再举一个这样的例子，想象一个小男孩，以某种奇迹的方式，从来没有和狗玩过，甚至没有见过狗。然后，有一次，他和一只温和的，小小的，白色的狗玩得很开心。从这段经历中，他得出了一些关于狗的结论：它们是不咬人的白色小动物，他认为他可以和狗安全地玩耍。在奶奶的家里，他看到一只小的，顽皮的黑狗。现在，如果你问他关于狗的事，他会告诉你狗有多大，（如果你要买狗）他会告诉你狗是白色的还是黑色的。他确信狗从不咬人。过了一会儿，他遇到一只凶猛的狗，它咬人，然后问他关于狗的事。他会说这里有不同种类的狗。有的咬，有的不咬：有的大，有的小。根据他的经验，他对狗是什么有了更广泛的认识。

如果我们了解狗的目的是与狗建立普通的关系，那么我们目前对狗的了解并不是零碎的。这足以满足我们的需要。但是，如果我们的目的是写一本关于狗的权威书，我们将发现目前关于狗的知识非常少，而且组织得很差。因此，知识的完整性与人所看到的目的有关。如果孩子们在每个阶段都能通过自己的目的来学习，他们就会得到在那个阶段对他们有用的信息。在我们看来，这可能是零碎的，但这类信息确实很重要，而且会被记住，因为它满足了孩子们的需要，并作为他们自己的目的和经历而被植入其中。

我们对某件事有一个经验，从这个经验中我们形成了一个大致的概念。这个概念与我们以后经历的事情有什么关系？它使我们为他们做好准备，帮助我们更好地了解如何管理他们。在我们有了新的经验之后，我们就修改了以前的概念，使之更加充分。这有助于我们享受更好的另一种体验，并从中获得更好的概念。但即使是这个更好的概念也不完美。随着经验的扩大，我们的观念逐渐完善。每一个改进的概念都有助于我们更好地控制下一次体验。这强化了我们之前所说的从生活经验中学习的价值。如果我们的观念接近我们的经验，它们就会被我们的经验所改变和扩大。在我们一直在考虑的所有插图中，孩子们的目的是将他们的经历与他们的观念紧密联系在一起。目标把学习和生活联系在一起。

目的扩大学习范围，提高学习质量。

外文文献出处：Kilpatrick, William H（Talks delivered by）.How we learn : the psychological basis of the project method.[M].Calcutta: Association Press.1928:71-76.

附外文文献原文：

WHAT DO CHILDREN LEARN THROUGH THEIR OWN PURPOSES?

First, we discussed some facts about the learning process, then relation between life and learning. There remains for us to consider more definitely how learning takes place through purposes. In dealing with mind-set, we have already touched on this problem. Let us now take it up more in detail, with special reference to the school.

If children follow their own purposes in school, what will they actually learn? First I shall give you the case of a class of girls around fifteen years of age who were taught European History through their own purposes. The teacherrsquo;s name is Hatch and he has written a book on this subject, called Teaching Citizenship by Practising Citizenship (Scribners, New York). He first made a list of topics connected with modern European history. One of these topics was the Irish question. This was at the time when England and Ireland. As soon as the girls read the topics, one said, “We want the Irish question. Let us begin with that.” Mr. Hatch, on second thought, realized that he had girls of Irish extraction and girls of British extraction in the class. He began to fear that if they attempted the Irish question there must be some angry quarrels. He said that he did not know whether such a question should be considered, but the more he spoke against it, the more they wanted it. Finally, he consented. The part of the Irish question that they were going to decide was England should do with Ireland. Mr. Hatch asked, “What is the first thing for you to do in order to consider this question?” They realized that they did not know what had been proposed and they did not know why the problem was up at all. After they had talke

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WHAT DO CHILDREN LEARN THROUGH THEIR OWN PURPOSES?

Kilpatrick, William H（Talks delivered by）,Association Press (Calcutta)

First, we discussed some facts about the learning process, then relation between life and learning. There remains for us to consider more definitely how learning takes place through purposes. In dealing with mind-set, we have already touched on this problem. Let us now take it up more in detail, with special reference to the school.

If children follow their own purposes in school, what will they actually learn? First I shall give you the case of a class of girls around fifteen years of age who were taught European History through their own purposes. The teacherrsquo;s name is Hatch and he has written a book on this subject, called Teaching Citizenship by Practising Citizenship (Scribners, New York). He first made a list of topics connected with modern European history. One of these topics was the Irish question. This was at the time when England and Ireland. As soon as the girls read the topics, one said, “We want the Irish question. Let us begin with that.” Mr. Hatch, on second thought, realized that he had girls of Irish extraction and girls of British extraction in the class. He began to fear that if they attempted the Irish question there must be some angry quarrels. He said that he did not know whether such a question should be considered, but the more he spoke against it, the more they wanted it. Finally, he consented. The part of the Irish question that they were going to decide was England should do with Ireland. Mr. Hatch asked, “What is the first thing for you to do in order to consider this question?” They realized that they did not know what had been proposed and they did not know why the problem was up at all. After they had talked it over, they decided that they must study the history of the Irish question. Then the question arose, “How shall we find out accurately about the history of the Irish question? What shall we read?” One child suggested the text-book, but others said its treatment was too condensed. Another child mentioned the Encyclopadia Britannica, but a girl objected that it might be prejudiced. They went eagerly to their home libraries and school libraries to read. They got good practice in using bibliographies, indices and tables of contents. They were reading from a point of view by which they were able, when they got hold of a book, to choose what part of the book dealt with the question in hand. Thus, in addition to learning history, they learned how to read. As a matter of fact, most people do not know how to read with reference to a particular topic. They read every word and every page, even what is irrelevant.

After they had found out what to read, these girls made their reports, consolidated and revised them, until they agreed as to the facts of the history of the Irish question. Not only did they learn much more of the history of England and Ireland than any text-book could tell them, but they were learning it better, because they were thinking their problem through with reference to a definite point.

One day during the course, the girls got angry with each other and quarreled. Mr. Hatch read an account of what happened in the American Constitutional Convention when the big and small States were bitterly quarrelling. On that occasion Benjamin Franklin got up and said, ”Gentlemen, what we need is more light and less heat,” As soon as Mr. Hatch had read these words, he sat down. One girl said,” That is what we need in this class,” “ More light and less heat” became the class motto. They never quarreled again, This one time had taught them how to discuss even the most controversial question without getting angry, which is more than most adults can do.

It took them two months to finish their investigation. Afterwards, the girls divided into three groups, with opposing ideas as to what should be next considered. After some discussion, they asked Mr. Hatch what I think, But they did not know because he had kept himself so much in the background. He had guided their purposes, but he had not interfered with them.

At the end of the year they were tested by the teacher of the parallel class which depended on text-books. The girls taught by the new method answered at least as well as the other girls, but, even more important, they had actually been deciding, thinking, doing.

Did those girls get any lasting interest in the subject? Two years later one said, “Do you remember that, when we studied the Irish question, I thought so and so. I have been reading since then and I have changed my mind.” With the old kind of teaching would they have continued to read on the subject?

Another instance of learning through purposes happened at Moga, when I was there weeks ago, Each boy in the school has a plot of ground, which he himself prepares, plants and waters. Some of the boys, in about the fourth standard, undertook to market the produce for all the rest, in order to make a good job of it. They had a strong purpose in establishing this market, for needed it. They found out how to sell things, how to make account books and keep accounts. All the people who live at the school agreed to buy from the boysrsquo; market. The boys decided that they needed a market house and they built one. It was small, only six feet each way, but it had a good door. On it the price of the vegetables for the week posted so that everybody could see. One day a boy brought in a certain number of radishes. At the end of the day the boys realized that something was wrong, since several of the radishes had disappeared. Upon closer enquiry, they found out that one of the two market boys who had been in charge had eaten some radishes. Then the class had to hold a meeting to decide what to do with the boy. They decided that this boy should pay what the radishes cost and something extra, besides, to make sure that the bo

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