英国中小学每年 6 次教育旅行，是“消费陷阱”还是改变人生的资源
English schools run two educational visits a term, at least six a year, in both the state and independent sectors, tied to the curriculum rather than bolted onto it: day trips to museums and galleries, residentials from Year 5 for two to five days, and subject-specific visits. Dr Zhihao Yan, teaching in London, could not at first see why schools already short of lesson time would give up so much of it. Then a deputy head told him about a boy on a red double-decker who held on to the window and stared the whole way — a Year 3 child in London who had never been on a bus or into the centre. He sets out the infrastructure behind it: free national collections, museum education teams trained to a common standard, the Museums and Schools programme, and City of London funds that reimburse visits for eligible schools.
英国中小学怎么“做哲学”：哲学教育仍是私立学校的专利吗
After nine years teaching philosophy to children in Guangzhou and Shanghai, Dr Zhihao Yan went back to being a novice — a PGCE in London and placements in English primaries. He finds philosophy present but hidden: in Narnia and free will during English, in how we know a theory is true during science, in what is right during PSHE. He describes teaching a PSHE lesson on gender stereotypes where pupils had to physically take a side, and notes who held the strongest stereotypes — recently arrived children with English as a second language. Then the other half of the picture. EEF research put philosophy's cost at about £12 per pupil a year for two to three months' progress, yet one in seven English lessons is taught by someone without qualified teacher status, and his own class teacher's two-week absence was covered by an unqualified assistant. Meanwhile Eton, Westminster and a Fulham prep school teach it properly.
当小镇孩子与上海北京孩子在一起上哲学课，发生了什么
Debate is one of the few school activities that is not sensitive to family income: the entry cost is a voice and a willingness to be contradicted. Dr Zhihao Yan describes a year of online philosophy classes that deliberately mixed children from Chinese county towns with children in Shanghai and Beijing. He follows two of them. A Beijing ten-year-old whose questions had outrun her family found peers a thousand kilometres away. A class monitor from Huidong, well drilled in prepared public speaking, needed two months to unlearn it — live argument means being interrupted, answering on the spot, and being wrong in front of people. He also notes an effect that surprised him online: the children who rarely speak in a physical classroom often speak most freely on screen. His framework for the work is what he calls the three horses of children's philosophy — original puzzlement, a philosophical text, and a community of enquiry.