研究表明戶外學(xué)習(xí)“促進(jìn)兒童發(fā)展”

　　Childhoods were dramatically changing, with fewer opportunities to spend time outdoors, researchers observed.

　　有研究表明，隨著出門的機(jī)會(huì)的減少，兒童的童年正在發(fā)生巨大改變。

　　The loss of exposure to the natural environment would have negative long-term consequences, they warned.

　　研究人員警告戶外時(shí)間減少將對(duì)兒童的長(zhǎng)遠(yuǎn)發(fā)展產(chǎn)生負(fù)面影響。

　　Establishing an "outdoor learning hub" would help teachers, and help shape policies and strategy, they suggested.

　　他們建議建立“戶外學(xué)習(xí)中心”，這將有助于老師教學(xué)，有助于確定相關(guān)的政策和策略。

　　Long-term risks

　　長(zhǎng)期的危險(xiǎn)

　　The report highlighted previous studies that showed that busier family lives, combined with an increased sense of fear in society, children were having fewer opportunities to explore their surrounding natural environment.

　　該報(bào)告突出強(qiáng)調(diào)了之前的研究結(jié)果，即隨著家庭生活變得繁忙，家長(zhǎng)對(duì)外界不安全因素的日益擔(dān)憂，孩子們?cè)趹敉庾匀画h(huán)境中曝光的機(jī)會(huì)在減少。

　　This was hampering children’s social skills as well as risking stifling their long-term physical, emotional development and wellbeing. Therefore, it was important that schools did not overlook the opportunities that outdoor learning provided to bridge this gap.

　　戶外時(shí)間的減少不利于兒童社交能力的發(fā)展也不利于他們長(zhǎng)期、全面的身心發(fā)展。因此，學(xué)校重視(不忽視)戶外學(xué)習(xí)機(jī)會(huì)對(duì)彌補(bǔ)這種差距起到的作用就顯得非常重要。

　　At the moment, if outdoor learning is part of a school’s curriculum in England, it is largely because the teachers recognise the value of it, said report co-author, Sue Waite, a reader in outdoor learning at Plymouth University, UK.

　　蘇·威特是該報(bào)告的聯(lián)合作者之一，也是英國(guó)普利茅斯大學(xué)戶外教育的高級(jí)講師。她說(shuō)“目前在英國(guó)，如果有學(xué)校將戶外學(xué)習(xí)納入教學(xué)課程，很大程度上是因?yàn)槔蠋熞庾R(shí)到了戶外學(xué)習(xí)的價(jià)值。”

　　With so much focus on academic attainment, there can be pressure on teachers to stay in the classroom which means children are missing out on so many experiences that will benefit them through their lives.

　　“過(guò)度關(guān)注學(xué)習(xí)成績(jī)，會(huì)對(duì)老師造成教學(xué)壓力，迫使老師待在教室教學(xué)，這就剝奪了很多能使學(xué)生終生受益的戶外學(xué)習(xí)經(jīng)歷。”

　　Joined-up thinking

　　協(xié)調(diào)性思考

　　Ms Waite added that the report showed that although there was a significant body of research that supports outdoor learning in both formal and informal contexts, it was likely to remain on the margins of education until the benefits were recognised by policymakers and reflected in policies. The report calls for it to be adopted by national curricula.

　　蘇·威特補(bǔ)充說(shuō)，雖然報(bào)告表明已經(jīng)有相當(dāng)多正式或非正式的研究理論支持戶外學(xué)習(xí)，但戶外學(xué)習(xí)的地位似乎仍處于教育的邊緣地帶，除非決策者認(rèn)識(shí)到其價(jià)值并通過(guò)政策體現(xiàn)這種價(jià)值。該報(bào)告呼吁國(guó)家課程體系將戶外課程納入其中。

　　The report made a number of recommendations, including the establishment of a "strategic policy/research hub" to "collate existing research, prioritise future research needs and help improve the alignment between research and policy".

　　該報(bào)告列出了一些建議,包括通過(guò)建立“策略性政策/研究中心”“梳理現(xiàn)有研究，確定未來(lái)研究需要的優(yōu)先級(jí)并優(yōu)化理論研究和政策之間的對(duì)接。”

　　The report also proposed a "Framework for 21st Century Student Outcomes" that could be delivered through regular lessons in natural environments.

　　該報(bào)告還提出了“面向21世紀(jì)學(xué)生成果評(píng)價(jià)的框架”，將通過(guò)學(xué)生在自然環(huán)境中的常規(guī)課程得出。

　　The outcomes were grouped into five themes:

　　該成果評(píng)級(jí)分為五個(gè)主題：

　　A healthy and happy body and mind

　　健康、幸福的身心

　　A sociable, confident person

　　友善，自信

　　A self-directed and creative learner

　　自我指導(dǎo)，充滿創(chuàng)造力的學(xué)習(xí)者

　　An effective contributor

　　重要的貢獻(xiàn)者

　　An active global citizen

　　積極的世界公民

　　We need to be a little bit clearer about what forms of outdoor learning meet what purposes and aims (of curricula), Ms Waite told BBC News.

　　蘇·威特對(duì)BBC表示“我們需要搞清楚特定類型的戶外教育所能滿足的課程目標(biāo)和目的。”

　　So rather than just being outdoors magically making things happen, activities such as residential outdoor experiences would be particularly effective for developing social skills and leadership, she said.

　　“所以與其沒(méi)有計(jì)劃的開(kāi)展戶外課不如有意識(shí)設(shè)計(jì)一些活動(dòng)比如戶外露營(yíng)，將對(duì)培養(yǎng)學(xué)生的社交技巧和領(lǐng)導(dǎo)力很有幫助。”威特補(bǔ)充說(shuō)。

　　What we argue in the report is for people to think about the purpose and place (of the activity), as well as the people involved, in order to construct different forms of outdoor learning that will meet certain (teaching) aims.

　　“我們?cè)趫?bào)告中所討論的是想讓人們考慮戶外活動(dòng)的場(chǎng)地和目的以及參與活動(dòng)的人，目的在于搭建出特定的戶外學(xué)習(xí)模式滿足教學(xué)的目的。”

　　Ms Waite said that the findings acknowledged that schools were under pressure to deliver results, and found increasing constraints on time, finance and other resources.

　　威特表示研究結(jié)果表明學(xué)校方面不僅有教學(xué)結(jié)果的壓力，還存在時(shí)間不足，資金和環(huán)境資源的限制。

　　She said that linking outdoor activities to learning outcomes would allow it to become part of a curriculum so there would be "no need to find extra time" for outdoor learning.

　　她說(shuō)將戶外活動(dòng)同學(xué)生的學(xué)習(xí)成果聯(lián)系起來(lái)，戶外課就是整個(gè)課程的一部分那么就沒(méi)必要再找額外的時(shí)間進(jìn)行戶外活動(dòng)。

　　She added: "Getting it embedded within policy gives that extra reassurance to teachers that this is something justifiable to do."

　　她說(shuō)：“將戶外課納入政策可以使教師確信開(kāi)展戶外課很有意義。”

　　Ms Waite’s fellow co-author Prof Karen Malone, from Western Sydney University, added: "This report maps the evidence to encourage researchers and policymakers to meet at the interface of research and policy in order to shape a positive future for our children."

　　威特的同伴，報(bào)告的聯(lián)合作者卡倫·馬龍是西悉尼大學(xué)的一名教授，她說(shuō)：“為了給我們的孩子創(chuàng)造一個(gè)更加積極的未來(lái)，我們?cè)谘芯恐性敿?xì)的描述了鼓勵(lì)研究者的研究和決策者的政策相結(jié)合的證據(jù)。”