LECTURE 10. EXPERIMENTAL TEACHING AND EDUCATIONAL INSTITUTIONS IN FOREIGN COUNTRIES
第10讲国外实验教学和教育机构
PURPOSE: to analyze the purpose, types and activities of the world known experimental schools
目的：分析世界知名实验学校的目的、类型和活动
Key words and concepts: experimental pedagogy, experimental school, experimental search, features of the organization of the educational process, training programs.
关键词和概念：实验教育学、实验学校、实验探索、教育过程组织的特征、培训计划。
Questions for consideration:
供考虑的问题：
Well-known experimental teaching and educational institutions of the XX century. Their innovative didactic concepts
二十世纪著名的实验教学和教育机构。他们的创新教学理念
In the educational systems of foreign countries an important place is occupied by experimental schools - the educational institutions designed to test, develop and substantiate pedagogical ideas that are new today. In West Europe and the United States the activities of these educational institutions are monitored and directed by school departments, as well as research and teaching centers. Being an important factor of modernization and renewal of education, experimental schools have a dual purpose: they serve as the centers of pedagogical searches and popularizers of non-traditional approaches to the educational process.
在国外的教育体系中，实验学校占有重要地位——这些教育机构旨在测试、发展和证实当今新的教学理念。在西欧和美国，这些教育机构的活动受到学校部门以及研究和教学中心的监督和指导。作为教育现代化和更新的重要因素，实验学校具有双重目的：它们作为教学研究的中心和非传统教育过程方法的普及者。
Experimental schools arise as the response to the acute problems of school education. Thus, a new type of school in Western countries owes its appearance thanks to a unified school in England, a college in France, a general school in Germany. They may be regarded as a kind of intermediate link between primary and secondary education and are intended for the schoolchildren aged from 11-12 to 15-16. In England, for example, over 90% of schoolchildren are currently studying in this educational institution, in France - 100%. In these schools, students are grouped according to their level of training, with each group studying its own version of the general program. As a result, teaching becomes more purposeful, the limitation is coordinated with the capabilities of various groups of students.
实验学校的出现是为了解决学校教育中的尖锐问题。因此，西方国家新型学校的出现，得益于英国的统一学校、法国的学院、德国的普通学校。它们可以被视为小学和中学教育之间的一种中间环节，面向11-12岁至15-16岁的学童。例如，在英国，超过 90% 的学童目前在该教育机构学习，而在法国，这一比例为 100%。在这些学校中，学生根据他们的训练水平进行分组，每个小组学习自己版本的通用课程。结果，教学变得更加有目的，限制与不同学生群体的能力相协调。
"Open" schools also deserve mentioning. They provide for closer children contacts with the outside world and support the respect for a child as an autonomous, self-educating being. The "open" schools are adjoined by full-time educational institutions in Germany, "snow" classes in France, "schools without walls" in England and the USA.
“O Pen”学校也值得一提。它们让儿童与外界有更密切的接触，并支持尊重儿童作为一个自主、自我教育的存在。德国的“开放”学校毗邻全日制教育机构，法国的“雪”班毗邻英国和美国的“无围墙学校” 。
Among the experimental educational institutions of the 20th century the Brussels School for Life (The Hermitage) draws everybody’ attention. For more than 80 years this educational institution has been opposing verbal authoritarian traditions, striving to take into account children's interests and their evolution, the peculiarities of child's thought. The Hermitage was created by Doctor O. Decroli (1672-1932) in 1907. By that time had made a brilliant career as a physician, but soon left the field of medical practice. O. Decroli is a representative of "reformatory pedagogy". Within its framework a number of educational and didactic concepts arose. The creed of anti-traditionalists clearly reflected the ideas of "free upbringing" by proposing the formula "starting from the child." The adherents of "free upbringing" were related by the denial of authoritarian traditions, they called to develop the creative, constructive forces of children.
在20世纪的实验教育机构中，布鲁塞尔生命学院（The Hermitage）引起了大家的关注。 80多年来，该教育机构一直反对口头独裁传统，努力考虑儿童的兴趣及其演变、儿童思想的特殊性。 The Hermitage由O. Decroli医生（1672-1932 年）于 1907 年创建。当时，他作为一名医生取得了辉煌的职业生涯，但很快就离开了医疗实践领域。 O.德克罗利是“改造教育学”的代表人物。在其框架内出现了许多教育和说教概念。反传统主义者的信条通过提出“从孩子开始”的公式，明确体现了“自由教养”的思想。 “自由教养”的拥护者与对独裁传统的否定联系在一起，他们呼吁发展儿童的创造性和建设性力量。
O. Decroli successfully combined theoretical psychological research and activities in the field of school education reforms and upbringing. Standing for the development of child’s creativity, O. Decroli believed that children's experience and the accumulation of personal experience by students should play the leading role in upbringing. He recommended to teach and upbring the youth in close connection with nature, relying on the activities and freedom of the child. The school should work in close contact with the families of the students. He considered that the logic of a child differs from the logic of an adult, therefore, it was necessary to teach him in accordance with the peculiarities of children's thinking, organizing such types of students’ activities as observation, measurement and finding associative connections. These types of activities should be united by "centers of interest", i.e. the main directions and topics of educational work should correspond to the logic of child's assimilation of the surrounding world.
奥·德克罗利成功地将理论心理学研究与学校教育改革和教养领域的活动结合起来。代表儿童创造力的发展O .德克罗利认为，孩子的经历和学生个人经验的积累应该在成长过程中起主导作用。他建议教育和培养青少年时应与自然密切联系，依靠孩子的活动和自由。学校应与学生家庭保持密切联系。他认为儿童的逻辑与成人的逻辑不同，因此，有必要根据儿童思维的特殊性，组织学生的观察、测量、测量等活动。寻找联想联系。这些类型的活动应该由“兴趣中心”统一起来，即 教育工作的主要方向和主题应符合儿童同化周围世界的逻辑。
The Hermitage School strove to renew the educational process as well. Holidays were regularly held there, a newspaper was published on a printing press, there was a "club of cleaners" - a student self-government body.
艾尔米塔什学校也努力更新教育过程。那里定期举行假期，印刷机上出版报纸，还有一个“清洁工俱乐部” - 一个学生自治团体。
From the very beginning, the Hermitage declared itself as a secular institution. The school adhered to the principles of neutrality, not giving preference to any political or ideological guidelines. At the same time, the work bore an emphatically democratic anti-clerical character.
从一开始，冬宫就宣称自己是一个世俗机构。学校坚持中立原则，不偏向任何政治或意识形态指导方针。与此同时，这部作品具有明显的民主反教权特征。
The experience of the Hermitage had a noticeable impact on the school practice in Belgium. In 1936 the programs for primary classes were adopted, based on the method of "centers of interest". And today "School for Life " has remained as a noticeable and constant factor in the development of school education , it may be regarded as a center for pedagogical searches and as a popularizer of new approaches to the educational process.
艾尔米塔日博物馆的经历对比利时的学校实践产生了显着的影响。 1936年，根据“兴趣中心”的方法，采用了小学课程。今天，“终身学校”仍然是学校教育发展中一个引人注目且持续的因素，它可以被视为教学研究的中心和教育过程新方法的普及者。
The Hermitage is successfully operating in modern conditions. The aforementioned "centers of interest" remain the basis of education in the preschool and primary departments of the Hermitage. The methodology and programs vary according to the age of the students. Preschoolers use the "surprise" effect: children gather in a circle, in the center of the floor there is a plastic bag, the contents of which are kept secret. One baby takes the bag and tries to feel or smell in order to guess what is inside. With the help of the teacher and the other guys, he finds out that there is an orange in the bag. The fruit has been pulled out and there is a conversation about citrus and other fruits. At the same time the child's knowledge of the plant world is being enriched in every possible way.
艾尔米塔什博物馆在现代条件下成功运作。上述“兴趣中心”仍然是冬宫学前班和小学部的教育基础。方法和课程根据学生的年龄而有所不同。学龄前儿童利用“惊喜”效应：孩子们围成一圈，在花圈的中心或有一个塑料袋，其中的内容是保密的。一名婴儿拿起袋子，尝试感觉或闻一闻，以猜测里面装的是什么。在老师和其他人的帮助下，他发现书包里有一个橘子。水果已经被拿出来，正在谈论柑橘和其他水果。与此同时，孩子对植物世界的认识也得到了全方位的丰富。
11-year-olds observe, describe and acquire knowledge in another way. During the first half of the academic year they collect various information about food products and then use it in the classes of their native language, mathematics, geography, natural science, etc.
11岁的孩子以另一种方式观察、描述和获取知识。在前半学年，他们收集有关食品的各种信息，然后将其用于母语、数学、地理、自然科学等课程。
There are no traditional textbooks in the Hermitage. The pupils use literature taken from home, school, municipal libraries. There is no competition for admission. The only obstacle is the lack of seats. Children with mental and physical development delays are also accepted into “baby classes”. Most of them, by the time they are in the primary school, successfully go through the process of adaptation and rehabilitation.
艾尔米塔什博物馆没有传统的教科书。学生们使用从家庭、学校、市图书馆获取的文献。入学没有竞争。唯一的障碍是缺乏座位。智力和身体发育迟缓的儿童也被接纳进入“婴儿班” 。他们中的大多数人在上小学时就成功地经历了适应和康复的过程。
The Hermitage teachers sincerely love their students. And they reciprocate. One teacher has an English inscription "teacher" on the pocket of his work gown. On the inside, there are many multi-colored autographs. All these are memorial signs from former students.
艾尔米塔什的老师真诚地爱着他们的学生。他们回报。一位老师的工作服口袋上有一个英文字样“老师”。里面有许多彩色的签名。所有这些都是以前学生的纪念标志。
The Hermitage is trying to create a climate of humane, active communication, thus forming a decent, civilized person.
艾尔米塔什致力于营造一种人性化、积极沟通的氛围，从而塑造一个正派、文明的人。
There are many Dekrolie followers. For example, the school named after Decrolie has been successfully operating in Paris for many years. And of course, in Belgium there are educational institutions where the Hermitage experiment is being implemented. One of them is the rural primary school named after Oen near Brussels. The classes are centered around the "centers of interest." In this case, the following instructions are obligatory: to teach in connection with the surrounding reality; to use labor as a starting point of learning; to study various types of human activities ;to organize active creative work; to carry out education primarily through the school self-government.
D e kroli e有很多追随者。例如，以德克罗利命名的学校已在巴黎成功运营多年。当然，比利时也有一些教育机构正在进行冬宫实验。其中之一是布鲁塞尔附近以奥恩命名的乡村小学。课程以“兴趣中心”为中心。在这种情况下，必须遵循以下指示：结合周围的现实进行教学；以劳动为学习的起点；研究各类人类活动，组织积极的创造性工作；主要通过学校自治来开展教育。
The social education is emphasized by Oen. Every schoolchild has a clear duty: to feed birds, rabbits in a living corner, to deliver milk for breakfast, to tidy up, etc. This duty is for several days. Then a student receives a different assignment. Classes elect presidential captains. The youngest have re-elections every three days, the rest - every two or three weeks. Such a rotation allows the child to be in the role of a leader and executor and thereby to accumulate skills in social life.
奥恩强调社会教育。每个小学生都有明确的职责：在生活角落喂鸟、兔子，送早餐牛奶，收拾干净等等。这个职责会持续几天。然后，学生收到不同的作业。班级选举总统队长。最年轻的成员每三天重新选举一次，其余的每两到三周重新选举一次。这样的轮换可以让孩子扮演领导者和执行者的角色，从而积累社交生活的技能。
The Waldorf School is still a pedagogical innovation throughout the world. Waldorf school is an author's one. The founder of it is Rudolf Steiner - a philosopher, scientist, researcher of Goethe's work, the creator of new knowledge of man, who gave many new impulses not only to pedagogy, but also to other areas of practical human activity - to medicine, agriculture, art.
华德福学校至今仍是世界范围内的教学创新。华德福学校是一位作家的学校。它的创始人是鲁道夫·施泰纳——一位哲学家、科学家、歌德作品的研究者、人类新知识的创造者，他不仅给教育学带来了许多新的推动力，而且还给人类实际活动的其他领域——医学、农业、艺术。
He opened his first school in 1919 for the children of workers at the Waldorf Astoria factory in Stuttgart. Nowadays there are about five hundred schools and a thousand kindergartens, and in addition there are many institutions of medical pedagogy, where study the children with developmental disorders .
1919 年，他为斯图加特华尔道夫酒店工厂的工人子女开设了第一所学校。现在大约有五百所学校和一千所幼儿园，此外还有许多医学教育机构，研究患有发育障碍的儿童。
The Waldorf School operates on the basis of self-government: all the most important organizational issues are solved by teachers’ board, the school does not have any director. Parents are also involved in the organizational work of the teacher's college. There are no top governing authorities over a single school. The founders of this or that school are parents. In joint teacher-parent associations the issues of construction, joint holidays, relations with government agencies, etc. are solved. In many schools there is one parent day a week. Parents come to school and practice eurhythmy (one of the subjects) in the halls, manual labor - in school workshops, drawing and music - in the same rooms as their children do. Then there is some kind of lecture, or a conversation about the current life of the school, or a small concert organized by parents.
华德福学校在自治的基础上运作：所有最重要的组织问题都由教师委员会解决，学校没有任何董事。家长也参与师范学院的组织工作。单一学校没有最高管理机构。这所或那所学校的创始人是家长。在联合教师家长协会中，解决了建设、联合假期、与政府机构的关系等问题。许多学校每周有一个家长日。父母来到学校，在礼堂里练习音乐（科目之一），在学校工作坊中练习体力劳动，在与孩子相同的房间里练习绘画和音乐。然后就是某种讲座，或者是关于现在学校生活的对话，或者是家长组织的小型音乐会。
Since Waldorf schools are independent of the state, education in them, if necessary, is paid. However, this payment is differentiated: poor parents can be exempted from it but rich people often contribute very significant sums. The salary of teachers is differentiated too: the teachers themselves decide the distribution of the salary fund, taking into account the needs and requirements of a particular teacher at a given time.
由于华德福学校独立于国家，因此如有必要，华德福学校的教育是有偿的。然而，这种付款是有区别的：贫穷的父母可以免除，但富人往往会捐出很大一笔钱。教师的工资也有差别：教师自己决定工资基金的分配，考虑到特定教师在特定时间的需要和要求。
As a rule ,the education at Waldorf schools lasts 12 years; those who wish to enter the university also finish the 13th "entrant class". Waldorf educators emphasize that preparing for the university is not the main goal of the Waldorf school. Nevertheless, the percentage of graduates from these schools entering universities is on average no lower, and sometimes even higher, than that of regular public schools.
华德福学校的教育通常持续12年；希望升入大学的学生也完成第13期“入学班”。华德福教育工作者强调，为大学做准备并不是华德福学校的主要目标。尽管如此，这些学校的毕业生进入大学的平均比例并不低于，有时甚至高于普通公立学校。
Teaching in general is based on seven-year rhythmic cycles of human development - up to 7 years, from 7 to 14, from 14 to 21 years. The rhythms of the year and one day are taken into account too. School holidays contribute to the perception of rhythm: the holiday of the harvest, Christmas, the holiday of lanterns, etc.
一般来说，教学是基于人类发展的七年节奏周期——最长7年，从7岁到14岁，从14岁到21岁。一年和一天的节奏也被考虑在内。学校假期有助于感知节奏：收获的假期、圣诞节、元宵节等。
The main purpose of the school is not the sum of knowledge but free self-determination of students. It is not the needs of production, not the socio-political situation that determines the goals of education in Waldorf schools , the source of educational goals is in a particular child. The teacher is not the servant of the society, but the servant of the child. Therefore, they talk about the basic principle of the Waldorf school - its freedom. The principle of freedom manifests itself in the absence of fear. Only desire can make a student learn. The children are not reproved, but the teachers try in a figurative form (story, comparison) to bring to the consciousness that he is doing wrong. "You have to start with yourself," Waldorf teachers love to repeat this phrase and try to follow the wisdom that says: if you don't like a student, look for shortcomings in yourself.
学校的主要目的不是知识的总和，而是学生的自由自决。决定华德福学校教育目标的不是生产的需要，也不是社会政治形势，教育目标的根源在于特定的孩子。老师不是社会的仆人，而是孩子的仆人。因此，他们谈论华德福学校的基本原则——它的自由。自由的原则体现在没有恐惧。只有渴望才能让学生学习。孩子们没有受到责备，但老师试图以比喻的形式（故事、比较）让孩子们意识到他做错了。 “你必须从你自己开始”，华德福的老师们喜欢重复这句话，并尝试遵循这样的智慧：如果你不喜欢一个学生，就寻找自己的缺点。
In the Waldorf school, equal attention is paid to the development of mental, emotional, volitional sides of a personality. From the first year alongside with theoretical subjects there are practical classes in various specialties, such as spinning, weaving, shoemaking, bookbinding, blacksmithing and metalworking. Artistic disciplines such as painting, sculpture, modeling, dramatic art, playing various musical instruments occupy a large place in the class schedule.
在华德福学校，人格的心理、情感和意志方面的发展受到同等重视。从第一年开始，除了理论课程外，还有各种专业的实践课程，如纺纱、编织、制鞋、书籍装订、铁匠和金属加工。绘画、雕塑、造型、戏剧艺术、各种乐器演奏等艺术学科在课程表中占据了很大的位置。
The most important figure in the school is the "class teacher", a person who for eight years, from the first to the eighth grade teach all the basic subjects: native language, literature, mathematics, physics, zoology, botany, history, geography, etc. etc. The main subjects are taught by "eras": three or four weeks one subject is taught, then another "era" comes and another subject follows. This refers to the "main lesson" that is taught for two hours every morning, every day. Then, closer to the middle of the day, children are engaged in arts - painting, drawing, music, a special form of musical movement - eurhythmy and foreign languages. A lot of attention is paid to manual labor - from working with soft non-spun wool in the first grades to working with stone in the twelfth one .In all grades manual labor is the same for boys and girls. Waldorf schools have small production halls, often micro-mills, bakeries, greenhouses in which activities are thought out and organized taking into account the specifics of the child's body. If a Waldorf school starts growing bread, then the students go through all the stages of production until they get a freshly baked loaf.
学校里最重要的人物是“班主任”，他用八年时间，从一年级到八年级教授所有基础科目：母语、文学、数学、物理、动物学、植物学、历史、地理主要科目按“时代”教授：教授一门科目三到四个星期，然后另一个“时代”到来，接着是另一门科目。这是指每天早上教授两个小时的“主课” 。然后，临近中午，孩子们开始从事艺术活动——绘画、绘画、音乐、一种特殊的音乐运动形式——欧洲语言和外语。人们非常重视体力劳动——从第一级使用柔软的非纺羊毛到第十二级使用石头。在所有年级，男孩和女孩的体力劳动都是相同的。华德福学校有小型生产车间，通常是微型工厂、面包店、温室，其中的活动是根据孩子身体的具体情况精心设计和组织的。如果华德福学校开始种植面包，那么学生们就会经历生产的所有阶段，直到他们得到新鲜出炉的面包。
The Waldorf school opens up opportunities for the deepest aesthetic education. Much attention is paid to the kind of material the child works with: the liquid paints made from natural dyes, a special type of paper - therapeutic, copper wax and modeling clay, stones instead of cubes and constructors. The color scheme of the drawing (paints of 3 basic colors are offered - red, blue, yellow) helps to understand the psychological state of a child: whether he is feeling joy and comfort or depression . A Waldorf doll is a very interesting thing : it is a rag doll made from a handkerchief. Such a doll without a face is easily humanized. She is given a voice, character, mood.
华德福学校为最深入的美育提供了机会。我们非常注重孩子使用的材料类型：由天然染料制成的液体颜料、一种特殊类型的纸——治疗纸、铜蜡和造型粘土、石头而不是立方体和建筑材料。绘画的配色方案（提供 3 种基本颜色的颜料 - 红、蓝、黄）有助于了解孩子的心理状态：他是否感到快乐、舒适或沮丧。华尔道夫娃娃是一个非常有趣的东西：它是一个用手帕制成的布娃娃。这样一个没有脸的娃娃很容易被人性化。她被赋予了声音、性格和情绪。
At the initial stage of education the children of the Waldorf school are not shown illustrations for fairy tales, the reproductions of paintings, so as not to replace the work of the child's imagination with ready-made images created by the imagination of an adult. Each child is given the opportunity to "enter" a fairy tale independently and see characters with his "inner vision". Thus, conditions are created for the expression of the creative nature of the child.
在教育的最初阶段，华德福学校的孩子们不会看到童话故事插图和绘画复制品，以免孩子的想象力作品被成人想象力创造的现成图像取代。每个孩子都有机会独立“进入”童话故事，用自己的“内心视觉”去看人物。这样，就为孩子的创造性天性的表达创造了条件。
Eurhythmy serves to establish harmony between the soul and the growing organism. The child's speech and music are in harmony with the child's movement.
欧洲节奏有助于在灵魂和成长中的有机体之间建立和谐。孩子的言语和音乐与孩子的动作相协调。
Waldorf pedagogy cannot be without a good teacher. An ingenious teacher must be able to improvise, know what every child needs at the moment. A teacher can only go to work at a Waldorf school after passing the exam. In addition, he will have to attend a Waldorf pedagogy seminar for a year and pass a special exam.
华德福教育离不开好老师。一位聪明的老师必须能够即兴发挥，知道每个孩子此时需要什么。教师只有通过考试后才能去华德福学校工作。此外，他还必须参加一年的沃尔德·奥尔夫教育学研讨会并通过一项特殊考试。
As well as Waldorf schools, kindergartens are opened at the initiative of parents, and they also pay for the maintenance to a large extent. Kindergarten classes are held with a group of 12-20 children. R. Steiner's kindergartens are mostly "half-days", because this is the length of stay that best of all suits children The children from three to seven years old are admitted to kindergartens; the groups are of different ages.
和华德福学校一样，幼儿园也是由家长主动开设的，而且他们也在很大程度上支付了维护费用。幼儿园班级由 12 至 20 名儿童组成。 R.斯坦纳的幼儿园大多是“半日制”，因为这是最适合孩子的逗留时间。三岁到七岁的孩子入园，各年龄段的孩子不同。
R. Steiner attached great importance to the environment in which the child lives. Therefore, Steiner's kindergartens are built from natural materials, their architecture is simple and original. In the interior one can notice the desire to avoid straight and sharp corners. The doors are made in the form of gates, sometimes the walls are (on holidays) decorated with simple fabrics of a discreet color. The decorations in the room are presented by the branches, minerals, deadwood brought from the forest. All this contributes to the creation of an atmosphere that has a pacifying effect on the child. At lunchtime the food is served in a red bowl. The children join hands and sing a thank you song. The children help to cook some simple dishes: they peel apples or oranges, grind grain in hand mill and chop nuts. The teacher does not strive to ensure that everything is done perfectly and the proper result is obtained, the process itself is important for him.
R. Steiner非常重视孩子生活的环境。因此，斯坦纳的幼儿园都是用天然材料建造的，其建筑简单而原始。在内部，人们可以注意到避免直角和尖角的愿望。门以门的形式制成，有时墙壁（在假期）用颜色朴素的简单织物装饰。房间里的装饰是用从森林里带来的树枝、矿物质、枯木来呈现的。所有这些都有助于营造一种对孩子有安抚作用的氛围。午餐时，食物盛在一个红色的碗里。孩子们手拉着手，唱起感谢歌。孩子们帮忙做一些简单的菜肴：他们削苹果或天使的皮，用手磨磨谷物，切碎坚果。老师并不努力确保每件事都做得完美并获得正确的结果，过程本身对他来说很重要。
Activities and games are constantly replacing each other. The main idea is to alternate between organized and independent pastime.
活动和游戏不断地相互替代。主要思想是在有组织的消遣和独立的消遣之间交替。
At free play the children are left to themselves, but adults prepare the game, creating an environment that stimulates the child's imagination. Sometimes such types of work are carried out as cleaning the room, cooking, repairing toys. An adult makes sure that everyone is in business.
在自由玩耍时，孩子们可以自己玩耍，但成年人会准备游戏，创造一个激发孩子想象力的环境。有时会进行诸如打扫房间、做饭、修理玩具之类的工作。成年人确保每个人都在做生意。
Games involve toys. Waldorf toys are special. Rag dolls ( they are usually homemade dolls) are unassuming. The other toys are also very simple and are made from natural materials (wood, wool, pine cones, wax, etc.). Simplicity awakens the imagination of children: they unconsciously feel the quality of various materials. After a half-hour game comes cleaning in the form of a game.
游戏涉及玩具。华尔道夫的玩具很特别。布娃娃（通常是自制的娃娃）很低调。其他玩具也很简单，由天然材料（木材、羊毛、松果、蜡等）制成。简单唤醒了孩子们的想象力：他们不自觉地感受到各种材料的品质。半小时的比赛结束后，以游戏的形式进行清洁工作。
Singing takes place in a large choir, with ease and with great enthusiasm. Short and long songs alternate. Singing lasts from 20 minutes to an hour, but the children should not get tired and bored. In the midst of singing, one can sit on the floor, take a breath, stretch toes and hands.
大型合唱团的歌唱轻松而热情。短歌和长歌交替出现。唱歌持续20分钟到一个小时，但孩子们不应该感到疲倦和无聊。唱歌时，可以坐在地板上，深呼吸，伸展脚趾和手。
After singing, they wash their hands and set the table. The meal begins with a short poem in which the children thank the heaven and the earth and the sun for everything that is on their table. After eating there are usually artistic activities. For example, modeling from colored wax, playing musical instruments, sewing dolls. Eurhythmy is performed for children once a week.
唱完歌后，他们洗手并摆好桌子。用餐以一首短诗开始，孩子们在诗中感谢天、地、太阳赐予他们餐桌上的一切。吃完饭后通常会有艺术活动。例如，用彩色蜡做造型、演奏乐器、缝制娃娃。 Eur hythmy每周为儿童进行一次。
The main event of the day is a fairy tale. It is narrated in the morning or before leaving home. It should be just told, not read, not played on a tape recorder, not listened to on the radio, not watched on TV.
当天的主要活动是童话故事。这是在早上或离开家之前叙述的。它应该只是讲述，而不是阅读，不应该在录音机上播放，不应该在广播中收听，不应该在电视上观看。
The rhythm of the year is perceived by the children when the obligatory annual holidays are arranged. The harvest festival is usually celebrated in September with sheaves, autumn fruits and red beets. September 29 is St. Michael's Day. They make the sword of Michael with which they celebrate his victory over the dragon. In early November lanterns are made for the Lantern Festival. Parents and relatives are invited to the holiday and the children each with a lighted flashlight walk around the kindergarten and sing the songs of the flashlights at nightfall.
当安排了强制性的年假时，孩子们就感知到了一年的节奏。丰收节通常在九月举行，人们会用禾捆、秋季水果和红甜菜来庆祝。 9 月 29 日是圣迈克尔节。他们制作了米迦勒之剑，用来庆祝他战胜了巨龙。十一月初，人们会为元宵节制作灯笼。家长和亲戚被邀请来参加节日，孩子们每个人都拿着点燃的手电筒在幼儿园周围散步，并在夜幕降临时唱着手电筒的歌曲。
A week before Christmas a Christmas spiral of moss and fir branches are arranged on the floor. A large candle is lit in the center and the children with small candles in their hands walk around the spiral, singing Christmas songs.
圣诞节前一周，地板上会布置一圈由苔藓和冷杉树枝组成的圣诞节螺旋。中心点燃了一根大蜡烛，孩子们手里拿着小蜡烛，绕着螺旋走，唱着圣诞歌曲。
In December, Saint Nicholas comes with a golden book, which contains a record of each child. With him comes Ruprecht, who is dragging the bag of gifts across the floor. Christmas wreaths are being lit during the whole week of Christmas, the children are playing in brownies, stage a Christmas show that will be shown to parents on the last day of Christmas.
十二月，圣尼古拉斯带来了一本金书，里面包含了每个孩子的记录。和他一起来的是鲁·普雷希特，她拖着一袋礼物穿过地板。圣诞节的整个星期都会点燃圣诞花环，孩子们穿着棕色衣服玩耍，上演圣诞表演，并在圣诞节的最后一天向家长们展示。
For Easter something is cooked with eggs or chicken, they decorate Easter trees with feathers and eggshells.
复活节用鸡蛋或鸡肉烹制食物，他们用羽毛和蛋壳装饰复活节树。
On Trinity greenery and flowers are collected, birds are made from silk paper. The series of holidays ends with a summer holiday, when the rooms are decorated with greenery and flowers and children wear flower wreaths. The child feels the warmth of the adults, which has nothing to do with sentimentality; he feels confident and calm, every day promises him joy.
在三位一体上收集了绿色植物和花卉，用丝纸制作了鸟类。这一系列的假期以暑假结束，房间里装饰着绿色植物和鲜花，孩子们戴着花环。孩子感受到大人的温暖，这与多愁善感无关；他感到自信和平静，每一天都给他带来快乐。
In the 1920s another one of the most famous free schools appeared in England - Summerhill, that was created by Alexander Neill. Neill proceeded from the fact that a child has the right "from infancy to live freely, without external compulsion in relation to mental and somatic development." He asserted that the only criterion for a teacher's activity should be the child's interest: "When a child makes a snowball, he is interested in it. For me," he wrote, "it does not matter what the child does when he creates: whether he makes a table, whether he cooks porridge, whether he puts sketches or makes snowballs ... There is more genuine learning in making a snowball than listening to a long lecture on grammar ... It is through interest that emotional release should occur ... The goal of education is to provide an outlet for emotions in the way that it won’t lead to their suppression and neuroses in the future. "
20世纪20年代，英国出现了另一所最著名的免费学校——由亚历山大·尼尔创建的夏山学校。尼尔认为，儿童“从婴儿期起就有权自由生活，不受与身心发展有关的外部强迫”。他断言，教师活动的唯一标准应该是孩子的兴趣：“当孩子制作雪球时，他对它感兴趣。对我来说，”他写道，“孩子在创造时做了什么并不重要：无论他做桌子，无论他煮粥，无论他画草图还是打雪球……做雪球比听长篇语法讲座更能真正学到东西……情绪的释放应该通过兴趣来实现。发生...的目标教育是为情绪提供一个出口，以免他们在未来陷入压抑和神经症。”
Neill was convinced that the nature itself is the best educator of children. The teacher, however, must contribute to its "natural work". The nature itself encourages the child to learn. In no case the child shouldn’t be forced to study. This will disrupt the harmonious course of his natural development. Neill mercilessly fired the teachers who, in his opinion, could traumatize the child with their authoritarian actions. He believed that the ideal teacher should become a "group member" of children, and he himself demonstrated an exceptional ability to be among them and to influence their behavior by the strength of his personality.
尼尔坚信，大自然本身就是孩子最好的教育者。然而，教师必须为其“自然工作”做出贡献。大自然本身鼓励孩子学习。在任何情况下都不应该强迫孩子学习。这会扰乱他自然发展的和谐进程。尼尔无情地解雇了老师，他认为这些老师的专制行为可能会给孩子带来创伤。他认为理想的老师应该成为孩子们的“群体成员”，而他本人也表现出一种非凡的能力，能够融入孩子们之中，并通过自己的人格力量影响他们的行为。
The entire life of Neill's school was imbued with the spirit of free creativity and self-government. He refused compulsory programs, forms and methods of training. As a religious man, Neill opposed the dogmatic, religious upbringing imposed on children. He organized the collective life of the school , the relationships within it on the principles of Christian morality.
尼尔学校的整个生活都充满了自由创造和自治的精神。他拒绝强制性的培训计划、形式和方法。作为一名宗教人士，尼尔反对强加于儿童的教条式宗教教育。他根据基督教道德原则组织学校的集体生活和内部关系。
Summerheel's success and vitality was determined by both Alexander Neill's outstanding pedagogical talent and by the fact that the families of the children enrolled in school were oriented toward Neill's lifestyle and ideals of life and upbringing.
Summerheel的成功和活力，既取决于亚历山大·尼尔杰出的教学天赋，也取决于就读儿童的家庭对尼尔的生活方式、生活理想和教养的认同。
Experimental schools and educational institutions have played a progressive role in the development of the Western education system. They have paved the way for many modern innovations: integrative courses, matching preschool and school education, students’ self-government, improving the methods and forms of education, etc.
实验学校和教育机构在西方教育体系的发展中发挥了进步作用。它们为许多现代创新铺平了道路：一体化课程、学前教育与学校教育相匹配、学生自治、改进教育方法和形式等。
QUESTIONS FOR REVIEW AND SELF-STUDY:
复习和自学问题：
1. Name well-known experimental teaching and educational institutions of the XX century.
1. 20世纪著名的实验教学和教育机构名称。
2. Appreciate the innovation of their authors. Define educational and didactic concepts on the basis of which their activities have been carried out.
2.欣赏作者的创新。根据其活动的开展来定义教育和说教概念。
3. What are the rational ideas in the organization of the educational work of the Hermitage, Waldorf institutions and Summerhill schools?
3、冬宫学校、华德福学校和夏山学校在教育工作的组织上有哪些合理的思路？
4. What role do the activities of experimental educational institutions play in the mainstream of the processes of modern schools and Western pedagogy?
4.实验教育机构的活动在现代学校和西方教育学的主流进程中发挥什么作用？