赫德小学|从印度贫民窟到客家土楼，二年级学生如何破解建筑差异背后的秘密？Design Thinking in HD

设计思维

本期主题

为什么亚洲建筑间有差异？

本文由小学部设计思维老师 Garry Yee供稿

How do you get a group of Grade 2 children from a reasonably comfortable existence in Qingdao to appreciate different housing styles in other parts of Asia while teaching in a foreign language?

你能够想象吗？一群生活在青岛这个美丽城市的青岛私立小学-赫德小学二年级学生，正在用外语学习和欣赏亚洲其他几个地区的建筑。

This was our central question as Grade 2 approached their topic ‘Asian Settlements’. From the children’s driving question; “Why are some houses in Asia so different from our own?” we explored differences in climate, landform, environment, socio-economic disparity, culture and traditions.

在二年级设计思维的课堂上，学生们的研究课题为：亚洲建筑。此课题来源于学生们的一个灵魂拷问：为什么亚洲其他地区的一些房子会与我们的房子差别如此之大？在问题的驱动下，学生们就各地区的气候、地形、环境、社会经济、文化和传统方面的差异展开了系列研究。

设计思维在赫德

Without wanting to return to trite stereotypes, yet still wanting to base this project firmly in reality, we wanted all learners to understand, in a meaningful & fun way, why the different house designs existed. Then it came to us - what better way to understand why something is built than to actually build a model! So that’s exactly what the Grade 2 teachers and I finally settled on - building models of four different styles of Asian housing and the results were a treat!

在赫德，我们期望孩子们能够以一种有趣而有意义的方式进行学习，而非传统固化的学习模式，并且，我们希望孩子们的学习之旅是建立在现实基础之上的。因此，我们想到了，还有什么会比让孩子们亲手建立一个房子的模型，更能够帮助他们理解不同建筑存在的原因呢？

所以，在老师们的配合下，我们邀请二年级的孩子们亲手建立了四个非常有代表性的亚洲地区的建筑。这个过程对孩子们和老师而言，都是一场难得的知识盛宴。

Using only recycled boxes and packaging, hot glue, some old chopsticks and twigs, wrapping paper, string and a little coloured paper , the children set about trying to work out how to build their model houses.

这个过程中，孩子们用来建造建筑模型的材料有：回收的纸盒和包装、热熔胶、用过的筷子、小树枝、包装纸、绳子和彩纸。

The children had to choose a team leader, organise their box of materials, work out who was going to work on which part, use a variety of tools safely, try to work to deadlines and work as a team. 

孩子们在这个过程中必须选出一个队长，组织整理他们的材料，为每一位成员分工，同时确保大家安全使用工具并在规定时间内完成工作，他们必须得像一个正式的团队一样去工作。

作品展示

⬆蒙古包

⬆越南建筑

⬆客家土楼及内部构造

⬆印度贫民窟

Along the way they learned that Mongolian Yurts were not meant to be built permanently because the Mongolians did not settle in one place as they had livestock to care for and moved regularly. They learned that shanty town dwellers were not as wealthy as many people and so lived in old huts made from recycled materials which were not very safe or comfortable. They learned that Hakka Tulou round houses often housed a whole village of up to twenty families and were designed to keep bandits out and that Vietnamese stilt houses were on stilts as the landform there has lots of rivers and flooding so it’s much safer for houses to be raised above the water.

在这个过程中，他们了解到了：

· 蒙古人不会在一个地方永久定居，因为他们需要照看他们的牲畜，因此需要定期迁移；

· 居住在印度棚户区的人们并不富有，所以他们的房子是用回收的材料建造的；

· 客家土楼的圆形房屋里可以居住一个村子的居民，最多可以居住二十个家庭，这样可以防止盗匪入侵；

· 越南的房子建的比水面要高，是因为那里多洪水，且河流众多。

写在最后

There was a time at the start of the project when we thought that maybe we were being a bit too ambitious in our aims for the project. On reflection however, I think we need to give students the opportunity to be challenged. We did this with Grade 2 and they have responded far beyond our expectations!

项目伊始，老师们曾一度担心设定的目标太过高远，但经过一段时间的思考，老师们还是决定给孩子们一些接受挑战的机会，现在看来，我们很庆幸做了这样的选择，因为，二年级的孩子们完成的实在是太出色了，远超出老师对他们的预期！