这是第三周的一节课程，归属在Environmental education (EE) and related approaches. 环境教育和相关方法里面。
【导师】
Dr. Simon Beames是爱丁堡大学的讲师。是《体验教育》杂志的前副主编，是英国皇家地理学会会员。他已经出版了四本书：《理解探险教育》，《课堂外的学习》，《户外探险和社会理论》，《探险学习：一种改变世界的教育学》。
Dr. Simon Beames is a Senior Lecturer in Outdoor Learning at the University of Edinburgh. For nearly 25 years, Simon has taught outdoors in North America, Asia, and Europe. He is former co-editor of the Journal of Experiential Education and a Fellow of the Royal Geographical Society. Simon developed the Outdoor Journeys programme — a cross-curricular, local outdoor learning initiative. He has published four books: Understanding Educational Expeditions, Learning outside the Classroom, and Outdoor Adventure and Social Theory, and Adventurous Learning: A Pedagogy for a Changing World.
【课程】
这个视频的大致观点是说，现在户外教育已经包罗万象范围很广，包括到农田、工厂、博物馆、政府机构都被列入户外教育。但是他提醒其实户外教育的真正内涵不是说教室外，还是教室内，而是有没有去关注到周边的环境，在周边的环境中获得一些真实的体验，了解周边环境的背景，有一些和学生日常生活密切相关的因素。这样才是真正的户外教育。而不是仅仅只是走出教室而已。
【延伸阅读】
1、爱丁堡大学的户外教育专业
http://www.ed.ac.uk/education/institutes/etl/outdoor-education
2、Beames, S, Higgins, P., & Nicol, R. (2011). Learning outside the classroom. New York: Routledge Read Chapter 1.
[讨论】
Outdoor education discussion
Consider a lesson that you have recently taught or experienced as a learner (either indoors or outdoors). To what degree could it be considered ‘authentic’, according to the themes highlighted in the video lecture? Please answerin 2-3 sentences.
什么是真正的户外教育？
在讨论中会发现有一些不一样的地方是，很多学生也对教师的观点持一定的中立态度，甚至反对态度，并不是所有回答就是根据教师的观点去延伸的。
也有一些人提出，注重生活体验的户外教育当然是不错，但是也不要忽略比较有条理性的课堂内的学习。也有人认为凡是到了户外，多多少少就会获得生活体验，所以教师的这个观点有点多余。
有一位学生则概括得很好
So- in this case outdoor learning was not learning in nature but learning in society
户外教育不是在自然中学习，而是在社会中学习。
（就是把自然视为社会系统的一部分，而不仅仅是孤立地关注自然本身）
另外一名叫做Katelyn Weeks 的学生分享了自己高中的时候学习河流的一个体验，学习的方式是到河边去观察。
In a class in high school, we were learning about rivers. Instead of merely talking about rivers, we went for a walk to a river and discussed their characteristics and learned about how they work. We were able to visibly notify the cut bank, the bends, and the life it held within its depths.
有一个幼儿园老师Ellen Murphy 提供了这样一个案例。让学生去担任昆虫的身体和脚，这样学生就能体会到昆虫的身体和脚是如何配合完成运动的。
Authentic learning is relevant to the student. I teach a class about insects to kindergarten students. After covering the basics (3 body parts, six legs, etc) I take them outside where three kids at a time can stand in hula hoops that are taped end to end and then walk around. In that way, the 3 kids "become" an insect (3 body parts/hula hoops and six legs (2 per student.) Although they are not really becoming an insect, they do learn that it is important for all body parts and legs to work together to make moving efficient. I think this technique helps 5 year old students connect the abstract concepts with something real.
综合起来，感觉在GlobalEE的课程中，课程更多的适合是在抛一个观点，不会去展开，所以如果单看视频，能够获得的仅仅是观点，很少有案例或者对观点的更多解释。展开的部分会在拓展阅读里面。另外会更侧重去引导一些不同观点的讨论。
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李丽琼 记于2016年3月13日
