论“新颖性”在课外教育中的内涵及意义  

Conceptualisations and Implications of‘Newness’in Education outside the Classroom

作　　者：克里斯·诺斯 艾伦·希尔 玛格·科斯格里夫 索菲·沃森 大卫·欧文 迈克博·耶斯 史湘琳(译)[2] 吴碧宇(译) 王润洁(译) 郑红红(译) 朱佳蕾(译) Chris North;Allen Hill;Marg Cosgriff;Sophie Watson;David Irwin;Mike Boyes(University of Canterbury;Ara Institute of Canterbury;University of Waikato;New Zealand Council for Educational Research;University of Otago)

机构地区：[1]不详 [2]江西财经大学外国语学院 [3]上海理工大学外语学院 [4]中国儿童中心 [5]福建莆田学院基础教育学院 [6]上海理工大学

出　　处：《中国校外教育》2023年第4期112-128,共17页AFTERSCHOOL EDUCATION IN CHINA

基　　金：新西兰户外教育组织的支持。

摘　　要：新西兰进行了一项关于课外教育的综合性全国研究,其核心主题是“新颖性”。从学生、教育工作者和学校领导三个视角探讨了什么是“新颖性”,结果显示:“新颖性”在课外教育中被重视,主要是因为“新颖性”与日常生活不同,与学生的学习以及积极情感状态也不同。“新颖性”可以加深学生对更广阔世界以及自己所处位置的理解。如果教育工作者和学生通过新的场地来建构课外教育的“新颖性”,就会出现“新颖性”的消耗,因为学生的学习潜能很快就会“耗尽”。对于一些学生来说,由于不适感和恐惧感,“新颖性”也可能会影响他们的学习。鼓励教育工作者和学生参与理解课外教育中“新颖性”的过程,从而让学生有机会在熟悉和陌生两种经验中进行学习。Newness was a key theme identified in a comprehensive national study of education outside the classroom(EOTC)in Aotearoa New Zealand.This paper examines what newness means from the perspectives of students,educators and school leaders.Findings reveal that newness in EOTC was valued because of the difference to everyday routines,as well as to students’learning and positive emotions;it also deepened students’understanding of the wider world,and their place in it.Consumption of newness occurred when educators and students framed EOTC through new locations because the potential for learning was quickly‘used up’.Newness also potentially undermined learning for some students because of discomfort and fear.The authors encourage educators and students to engage in the process of understanding newness in EOTC in order to harness the learning opportunities of both familiar and unfamiliar experiences.

关 键 词：经验 新颖性 户外学习 学生参与 

分 类 号：G622.4[文化科学—教育学]