在管理學(xué)上有一個著名的“木桶理論”，指用一個木桶來裝水，如果組成木桶的木板參差不齊，那么它能盛下的水的容量不是由這個木桶中最長的木板來決定的，而是由這個木桶中最短的木板決定的，所以它又被稱為“短板效應(yīng)”。

There is a famous "barrel theory" on management which means to hold water in a barrel and if the board of barrel is uneven, the water volume it can hold is not determined by the longest wood casks, but decided by the the shortest plank in the bucket, so it is also known as "short board effect".

但換一角度來看，當(dāng)你把桶傾斜，會發(fā)現(xiàn)能裝最多的水決定于你的長板（核心競爭力），所以當(dāng)你有了一塊長板，圍繞這塊長板展開布局，你能有更多可能性。

But on the other hand, when you tilt the bucket, the maximum amount of water you can hold depends on your longest board (core competency), so when you have a long board and spread out around it, you can have more possibilities.

如果你同時擁有系統(tǒng)化的思考，你就可以用多樣的方式，補(bǔ)足你其他的短板。

If you have systematic thinking, you can complement your other weaknesses in a variety of ways.

也就是說：一只木桶能裝多少水，由最短的木板決定；而一只木桶可以裝多少水，由最長的木板決定。

That is to say: how much water a bucket can hold is determined by the shortest plank; And how much water a bucket is allowed to hold is determined by the longest board.

如果將木桶理論和長板理論結(jié)合起來運(yùn)用至教育中，桑廬認(rèn)為那就是“取長補(bǔ)短”。

If the barrel theory and the long board theory are combined and applied to education, Sang Lu believes that it is ‘MAKE GOOD FOR DEFICIENCY’.

孩子在學(xué)習(xí)發(fā)展的過程中，由于環(huán)境、自身因素等主客觀原因難免有些許的不同：有些語言環(huán)境好的孩子可能在英語方面有較好的優(yōu)勢，有些對數(shù)字不敏感的孩子可能數(shù)學(xué)能力不強(qiáng)...

In the process of learning and development, children’s abilities are inevitably different due to the environment, their own factors and other subjective and objective reasons, some children may have a better advantage in English because of a good language environment , and some children are not sensitive to Numbers and may not have a strong mathematical ability...

老師的任務(wù)不僅需要幫助孩子學(xué)習(xí)數(shù)學(xué)， 也要更好地發(fā)展孩子的語言能力。

如何“取長補(bǔ)短”？就桑廬而言，我們實行差異化教學(xué)的解決方式：在七大領(lǐng)域能力的基礎(chǔ)上，依據(jù)關(guān)鍵人對孩子觀察-評估結(jié)論，針對孩子能力發(fā)展做教學(xué)輔助計劃。

How to learn from each other? As far as Sang Lu is concerned, we implement the solution of differentiated teaching: based on the ability of the seven areas, according to the observation and evaluation conclusions of key persons on children, we make teaching assistance plan for the children's ability development.

舉個例子來說明差異化教學(xué) 如何在桑廬實現(xiàn)： 英語學(xué)習(xí) To learn English

班里孩子的英文水平差異大，利用最近發(fā)展區(qū)原理，支持到孩子的語言發(fā)展，老師們進(jìn)行了差異化教學(xué)。根據(jù)語言能力分成兩至三個小組開展教學(xué)活動。

The English level of the children in the class is very different, using the principle of zone of proximal development to support the language development of the children, the teachers conducted differential teaching. Divide into two or three groups according to language ability to carry out teaching activities.

英語基礎(chǔ)好的孩子

平日里關(guān)鍵人找機(jī)會和孩子一對一英文對話交流，其他老師跟這些孩子全英文溝通交流；

In daily life, key caregivers seek opportunities to communicate with children in English one-by-one. And other teachers communicate with these children in English.

小組活動時，根據(jù)能力情況設(shè)置不同的任務(wù)，運(yùn)用更豐富的語言句式和孩子英文交流，鼓勵孩子用完整句子表達(dá)。在閱讀時間，鼓勵孩子當(dāng)小老師，為大家讀英文分級讀物。

In group activities, teachers set different tasks according to children’s different abilities and communicate with children in English with more abundant language sentence patterns, and also encourage children to express themselves in complete sentences. During reading time, teachers encourage children to be young teachers and read graded English books for everyone.

英語弱的孩子

平日里關(guān)鍵人有意識重復(fù)關(guān)鍵詞匯，其他老師跟孩子交流時先用英文，必要時翻譯。

In daily life, key caregivers consciously repeat key words. When other teachers communicate with children, they should use English first and translate when necessary.

鼓勵孩子重復(fù)所說的詞匯或者短語，經(jīng)常重復(fù)常規(guī)的英語句式，便于孩子掌握。小組活動中，強(qiáng)調(diào)對重點詞匯的掌握。給予必要的翻譯和解釋。

Encouraging children to repeat the words and phrases and English sentence patterns frequently to help children master them. In group activities, emphasis is placed on the mastery of key words. Providing translation and explanation is neccessary .

看出來了么？在桑廬，我們不抑長，也不弊短，而是直面孩子的差異性，根據(jù)孩子的不同情況做教學(xué)計劃，這是桑廬實踐個性化教學(xué)的重要體現(xiàn)。

Can you see it? In Sanglu, we do not encourage to adopt children’s good points and also do not avoid their shortcomings, but face up to the differences of children and make teaching plans according to their different situations, which is an important embodiment of personalized teaching practice in Sanglu.

無論是取長處，還是補(bǔ)短板，桑廬都是根據(jù)EYFS制定的幼兒能力發(fā)展標(biāo)準(zhǔn)來做的。

Regardless of strengths or weaknesses, Sanglu does it according to the standards of early childhood ability development set by EYFS.

這個發(fā)展標(biāo)準(zhǔn)將0-6歲的孩子分為：“0-11個月”、“8-20個月”、“16-26個月”、“22-36個月”、“30-50個月”、“40-60+個月”共6個育齡階段。

The developmental standard divides children aged 0-6 into six age groups: 0-11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months and 40-60+ months.

每個階段將對應(yīng)EYFS七大領(lǐng)域的能力又細(xì)分為28項早期教育目標(biāo)，117個評價標(biāo)準(zhǔn)。

At each stage, competencies in the seven EYFS domains were subdivided into 28 early education goals and 117 evaluation criteria.

詳實的發(fā)展目標(biāo)讓老師們更有針對地幫助孩子持續(xù)的學(xué)習(xí)與發(fā)展，加持觀察-評估-計劃的教學(xué)閉環(huán)，鞏固孩子學(xué)習(xí)成長的每一步。

Detailed development goals which teachers help children continue learning and developing in a more targeted way, together with teaching loop named the observation - assessment - planning consolidate every step of the children’s learning and growth.

圖文：Hong

翻譯：Sophia

排版：Hong

審核：Alex

杭州桑廬私立幼兒園外宣部

END

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