博物馆幼儿教育项目的5个基本要素

学习展品

博物馆拥有独特的教育资源。在博物馆的教育活动中，孩子们能够接触到日常生活中罕见的材料、实物和空间。但要让孩子与展品产生深度连结，讲解时就需要将展品与孩子们现有的知识联系起来，例如使用“恐龙的牙齿和香蕉一样大”“它有一条像长颈鹿一样长的脖子” 或 “这个紫色像李子的颜色”这类表述。讲解过程中使用的语言对孩子来说也是一种学习素材。例如，在认识各种展品时，讲解员会不断使用一些高阶词汇，并将它们与一些简单词汇结合起来，帮助孩子对新单词和新概念的运用方式产生更深一步的理解。例如，当教师将“恐龙骨架上的肉慢慢分解了”描述为“所有湿软的部分都被风雨侵蚀掉了”时，孩子们便能够感受和谈论自己身体中湿软的部分，并明确骨骼、皮肤、肌肉和组织之间的区别。

02

具身学习与教育

具身学习，即幼儿用他们的身体和动作进行体验式学习。在博物馆中，具身学习这种能够调动幼儿多重感官的方式被称作 “探究的催化剂”。例如，在孩子们使用放大镜观察并用双手感受羽毛、岩石和甲虫时，他们便能体会柔软、精致、沉重等概念。可以说，能够“动手”是博物馆教育活动的关键优势，也是儿童学习的核心。相关研究也表明，触觉体验是幼儿参与学习的重要组成部分，伴随着语言讲解、手势等辅助，会有效增强他们对展品概念的理解。此外，本研究也强调了视觉线索对幼儿学习的重要意义，例如观看照片、绘画等，它们可以帮助孩子提前建立对实物的预期，并为一些问题提供背景信息。同时，视觉内容还能为处于非母语环境中的儿童提供便利，这种对儿童个体差异的照顾也需要在设计教育活动时有所考虑。

03

提问

尽管博物馆拥有丰富的文物资源，但这些文物本身并不具有教学的功能。幼儿需要通过与知识丰富的同龄人和成年人互动，逐步建立对周围事物的认知。因此，引导幼儿在博物馆活动中学习的一个重要方式便是向他们提问。随机的问题可以激发幼儿对概念的深入思考，搭建思路框架，提升解决问题的能力。教育活动中提出的问题应当是幼儿需要解决的问题，如鼓励他们寻找线索，询问他们看到了什么，在化石中发现了什么，一个长长的脖子能帮助恐龙做什么等。除了由成人向孩子提问，孩子们自发的问题也至关重要，这些都可以帮助他们不断丰富对概念和抽象观点的理解。

04

重复

重复是博物馆讲解员与幼儿互动的一个显著特征。重复最常发生在引入新词汇时，讲解员会让孩子们复述讲解中出现的新词汇，同时，也会鼓励他们重复同伴给出的回答。比如，当讲解员问孩子们：“有人见过活着的恐龙吗？”一个孩子回答说：“它们已经灭绝了”，此时，讲解员便会鼓励所有孩子们重复“灭绝”这个词。另一种情况是将新词汇嵌入到后续的叙述中。例如，在引入“古生物学家”这个新词后，可以将这个词汇在随后的表述中反复提及。这种即时性的重复对幼儿记忆新词汇非常重要。

05

叙事

通过讲故事，讲解员能够在充满新鲜感的环境中更好地激发幼儿的参与兴趣。但不同的叙事方式也会产生不同的效果。当故事仅存在于背景描述中，没有和展品进行串联和结合时，展品本身便仍是孤立的。在这种情况下，幼儿很难建立起展品相关的概念。但当展品能被一个连贯的叙事串联在一起时，展品之间就有了联系，展品相关的概念也能被生动地讲述出来，孩子们因此能够更好地理解相关的背景知识。此外，幼儿还能参与故事的构建，预测故事的走向，融入自己的想法。

博物馆的教育活动可以利用新颖独特的展品吸引儿童，激发他们的好奇心，提供更广泛的学习机会。但应当注意的是，任何展品都无法替代儿童与成人之间的互动。在儿童进行探索时，成人需要协助他们发现探索内容与现有知识之间的联系，不断加强对相关概念的理解。同时，参观前和参观后的学习也非常重要，比如参观前可以对展览内容进行初步了解，参观后重温展览内容。作为博物馆工作人员，我们需要通过持续不断的实践和教学来建立专业知识库，为儿童提供更富有成效的教育活动。

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