PART 3

TUTOR: So now I want you to discuss the lesson we've just been watching on the video and think about the ways in which origami can be a useful educational tool.

导师：所以现在我想让你讨论一下我们刚刚在视频中观看的课程，并思考折纸如何能成为一种有用的教学工具。

Can you all work with the person sitting next to you …

大家可以和旁边的人一起讨论。

SEB: I had no idea that such a simple thing like folding squares of paper to make the shape of something like a bird could be such an amazing tool.

赛博：把一张正方形的纸折叠成各种形状，比如小鸟，这样如此简单东西会是如此神奇的工具，我根本没想到。

It's made me see origami in a whole new light.

它让我以全新的眼光看待折纸。

LIA: I know. It was interesting to see the educational skills the children were developing by doing origami.

利亚：我知道。看到孩子们通过折纸培养的教学技能很有趣。

On the video you could see them really listening hard to make sure they did all the steps in the right order to make the bird.

在视频中，可以看到他们很认真地听着讲解，以确保他们按照正确的顺序完成所有步骤，折出这只鸟。

SEB: That's right. In this lesson they were working individually but it would also be interesting to see if the children could work out how to make something simple without being given any direction.

赛博：没错。在这节课中，他们全靠自己。看孩子们是否能在没有任何指导的情况下弄清楚如何制作简单的东西是很有趣的。

That would help with building teamwork as well.

这也有助于建立团队合作。

LIA: Yes, but much more of a challenge.

利亚：是的，但更像是挑战。

One thing that really stood out for me was that the children were all having fun while being taught something new.

对我来说真正引人注意的是孩子们在学习新知识的同时都玩得很开心。

SEB: Which is a key aim of any lesson with this age group.

赛博：这是这个年龄段的任何课程的主要目标。

And although these kids had no problems with folding the paper, with younger children you could do origami to help practise fine motor skills.

尽管这些孩子在折纸方面没有困难。但对于年幼的孩子，可以通过折纸来帮助他们练习精细运动技能。

LIA: Absolutely. Shall we talk about the individual children we saw on the video?

利亚：当然。我们可以谈谈我们在视频中看到的个别孩子吗？

I wrote all their names down and took some notes.

我记下来所有人的名字并做了一些笔记。

SEB: Yes, I did too.

赛博：没问题，我也是。

LIA: OK, good. Let's start with Sid.

利亚：好的，很好。让我们从希德开始吧。

SEB: He was interesting because before they started doing the origami, he was being quite disruptive.

赛博：他很好玩，因为在孩子们开始做折纸之前，他总是搞破坏。

LIA: Yes. He really benefited from having to use his hands – it helped him to settle down and start concentrating.

利亚：是的。这种必须动手的活动对他很好，这帮助他安定下来并开始专注。

SEB: Yes, I noticed that too.

赛博：是的，我也注意到了。

What about Jack? I noticed he seemed to want to work things out for himself.

杰克呢？我注意到他似乎想自己解决问题。

LIA: Mmm. You could see him trying out different things rather than asking the teacher for help.

利亚：嗯。你可以看到他尝试不同的事情，而不是向老师寻求帮助。

What did you make of Naomi?

你对内奥米怎么看？

SEB: She seemed to be losing interest at one point but then she decided she wanted her mouse to be the best and that motivated her to try harder.

赛博：她似乎一度失去了兴趣，但后来她决定让她的纸老鼠成为最好的老鼠，这促使她更加努力地尝试。

LIA: She didn't seem satisfied with hers in the end, though.

利亚：不过，她最后似乎对自己的作品并不满意。

SEB: No.

赛博：是的。

LIA: Anya was such a star.

利亚：安雅是最优秀的。

She listened so carefully and then produced the perfect bird with very little effort.

她非常仔细地听着，然后毫不费力地做出了完美的鸟。

SEB: Mmm – I think the teacher could have increased the level of difficulty for her.

赛博：嗯。我认为老师可以为她增加折纸难度。

LIA: Maybe. I think it was the first time Zara had come across origami.

利亚：也许吧。我想扎拉是第一次接触到折纸。

SEB: She looked as if she didn't really get what was going on.

赛博：她看起来好像并没有真正明白发生了什么。

LIA: She seemed unsure about what she was supposed to do, but in the end hers didn't turn out too badly.

利亚：她似乎不确定自己应该做什么，但最终她的结果并没有太糟糕。

SEB: Yeah. I'm sure it was a positive learning experience for her.

赛博：是的。我相信这对她来说是一次积极的学习经历。

LIA: Mmm.

利亚：嗯。

LIA: I think one reason why the origami activity worked so well in this class was that the teacher was well prepared.

利亚：我认为折纸活动在这堂课上如此成功的原因之一是老师的准备充分。

SEB: Right. I think it would have taken me ages to prepare examples, showing each of the steps involved in making the bird.

赛博：对。我想如果是我的话会用很长时间来准备范例，展示制作这只鸟所涉及的每个步骤。

But that was a really good idea.

但那真是个好想法。

The children could see what they were aiming for – and much better for them to be able to hold something, rather than just looking at pictures.

孩子们可以看到他们的目标是什么，对他们来说，手里有实物比只看图片要好得多。

LIA: Mmm – those physical examples supported her verbal explanations really well.

利亚：嗯。那些用来示范的折纸很好地支持了她的口头解释。

SEB: It's strange that origami isn't used more widely.

赛博：奇怪的是，折纸并没有得到更广泛的应用。

Why do you think that is?

你认为这是为什么？

LIA: Well, teachers may just feel it's not that appealing to children who are used to doing everything on computers, especially boys.

利亚：嗯，老师们可能只是觉得这对习惯于在电脑上做任何事情的孩子，尤其是男孩，没有那么大的吸引力。

Even if they're aware of the benefits.

即使他们知道折纸有好处。

SEB: Oh, I don't know. It's no different to any other craft activity.

赛博：哦，我说不好。这与任何其他手工艺活动没有什么不同。

I bet it's because so many teachers are clumsy like me.

我敢打赌这是因为很多老师都像我一样笨手笨脚。

LIA: That's true – too much effort required if you're not good with your hands.

利亚：是的。如果你的手工不好的话，需要付出太多的努力。

SEB: Well, anyway, I think we should try it out in our maths teaching practice with Year 3.

赛博：嗯，无论如何，我认为我们应该在3年级的数学教学实践中尝试一下。

I can see using origami is a really engaging way of reinforcing children's knowledge of geometric shapes, like they were doing in the video, but I think it would also work really well for presenting fractions, which is coming up soon.

我看出来使用折纸是一种非常吸引人的方式，可以用来加强孩子们的几何形状的知识，就像他们在视频中所做的那样。但我认为它也可以很好地呈现分数，他们很快就会学到了。

LIA: Good idea – that's something most of the kids in that class might struggle with.

利亚：好主意。那是班上大多数孩子可能会搞不定的知识点。

Origami would also be good practice for using symmetry – but I think they did that last term.

折纸也是使用对称性的好练习。但我认为他们上学期就这样做了。

SEB: OK – well let's try and get some ideas together and plan the lesson next week.

赛博：好的，让我们一起尝试收集一些想法并设计下周的课程。

TUTOR: OK, if you could all stop …

导师：好的，如果你们都可以停下来……