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孩子未来5千天 光华小学

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2012年7月21日,光华小学,教师分享
by Jimmy Keng

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孩子未来5千天 光华小学

  1. 1. 未来五千天
  2. 2. 面对的 未来未来五千天 靠什麽 生活
  3. 3. 未来趋势预测
  4. 4. 不是短期的而是未来持续发展的一种 力量
  5. 5. 老龄化
  6. 6. PowerShifteastward
  7. 7. 全球连接
  8. 8. 融合科技GRINTechnology
  9. 9. 环境变迁Enviroment
  10. 10. 老龄化 Power Shift eastward全球连接 融合科技 GRIN 环境变迁 Technology Enviroment
  11. 11. 教 什麽?怎麽 育
  12. 12. 但是可以预测 趋势
  13. 13. 7/23/2012
  14. 14. "Communicating withchildren today meansusing Latest Technology
  15. 15. 將所要傳達的知識或觀念整合在遊戲中
  16. 16. World Bank Institute 一起開發
  17. 17. 模擬全球石油危機的情形,她追蹤玩家在遊戲中經歷石油危機的情境後,現實中的行為的確有所改變。
  18. 18. Food Force:The FirstHumanitarianVideo Game
  19. 19. “We believe that FoodForce will generatekids’ interest andunderstanding abouthunger, which killsmore people thanAIDS, malaria andtuberculosiscombined.”
  20. 20. Money spent by players goes to fund WFPschool meals projects in the real world.These projects provide daily meals to 20million children every year, helping tokeep them in school while providing themwith the energy they need to learn.
  21. 21. Amnesty the game
  22. 22. Amnesty the game
  23. 23. Darfur is Dying is a viral video game for change thatprovides a window into the experience of the 2.5 millionrefugees in the Darfur region of Sudan. Players must keeptheir refugee camp functioning in the face of possibleattack by Janjaweed militias. Players can also learn moreabout the genocide in Darfur that has taken the lives of400,000 people, and find ways to get involved to help stopthis human rights and humanitarian crisis.
  24. 24. http://www.ntv7.com.my/mandarin7/local-ch/18_4.html
  25. 25. 长子自杀
  26. 26. suspended from schools
  27. 27. Expelled from schools
  28. 28. Learning Disability
  29. 29. diagnosed with emotional disturbance
  30. 30. 4x可能被视为ADHD
  31. 31. 探 生讨 理心一 理 的 不 同
  32. 32. 探 只 有讨 30%二 的 男 老 师
  33. 33. 我不属于这里的
  34. 34. 探 [ 过讨 期三 ] 的 幼 儿 教 育
  35. 35. 七十亿的人口
  36. 36. “At greatest risk are jobs thatcan be expressed inprogrammable rules – bluecollar, clerical, and similarwork that requires moderateskills and used to pay middle-class wages.”
  37. 37. 6060 How the demand for skills has changed Economy-wide measures of routine and non-routine task input (US) OECD Skills Strategy Mean task input as percentiles of the 1960 task distribution Routine manual 65 60 Nonroutine manual 55 Routine cognitive 50Canberra, 13-14 May 2010 Andreas Schleicher 45 Nonroutine analytic 40 Nonroutine interactive 1960 1970 1980 1990 2002 The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to (Levy and Murnane) digitise, automate and outsource
  38. 38. Andreas SchleicherCanberra, 13-14 May 2010 OECD Skills Strategy 61 61 Program for Students’ Achievement
  39. 39. 探讨 我 们四 可 做 以 什 -创意的游戏 -家长的思维 麽 -老师的态度 -合适的课程 ?
  40. 40. 怎麽 孩 问 子样 会 题的 喜学 欢校
  41. 41. 好处
  42. 42. 自己的

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