户外学习对儿童产生的影响

　　Childhoods were dramatically changing, with fewer opportunities to spend time outdoors, researchers observed.
有研究表明，随着出门的机会的减少，儿童的童年正在发生巨大改变。

The loss of exposure to the natural environment would have negative long-term consequences, they warned.
研究人员警告户外时间减少将对儿童的长远发展产生负面影响。

Establishing an "outdoor learning hub" would help teachers, and help shape policies and strategy, they suggested.
他们建议建立“户外学习中心”，这将有助于老师教学，有助于确定相关的政策和策略。

Long-term risks
长期的危险

The report highlighted previous studies that showed that busier family lives, combined with an increased sense of fear in society, children were having fewer opportunities to explore their surrounding natural environment.
该报告突出强调了之前的研究结果，即随着家庭生活变得繁忙，家长对外界不安全因素的日益担忧，孩子们在户外自然环境中曝光的机会在减少。

This was hampering children’s social skills as well as risking stifling their long-term physical, emotional development and wellbeing. Therefore, it was important that schools did not overlook the opportunities that outdoor learning provided to bridge this gap.
户外时间的减少不利于儿童社交能力的发展也不利于他们长期、全面的身心发展。因此，学校重视（不忽视)户外学习机会对弥补这种差距起到的作用就显得非常重要。

At the moment, if outdoor learning is part of a school’s curriculum in England, it is largely because the teachers recognise the value of it, said report co-author, Sue Waite, a reader in outdoor learning at Plymouth University, UK.
苏·威特是该报告的联合作者之一，也是英国普利茅斯大学户外教育的高级讲师。她说“目前在英国，如果有学校将户外学习纳入教学课程，很大程度上是因为老师意识到了户外学习的价值。”

With so much focus on academic attainment, there can be pressure on teachers to stay in the classroom which means children are missing out on so many experiences that will benefit them through their lives.
“过度关注学习成绩，会对老师造成教学压力，迫使老师待在教室教学，这就剥夺了很多能使学生终生受益的户外学习经历。”

Joined-up thinking
协调性思考

Ms Waite added that the report showed that although there was a significant body of research that supports outdoor learning in both formal and informal contexts, it was likely to remain on the margins of education until the benefits were recognised by policymakers and reflected in policies. The report calls for it to be adopted by national curricula.
苏·威特补充说，虽然报告表明已经有相当多正式或非正式的研究理论支持户外学习，但户外学习的地位似乎仍处于教育的边缘地带，除非决策者认识到其价值并通过政策体现这种价值。该报告呼吁国家课程体系将户外课程纳入其中。

The report made a number of recommendations, including the establishment of a "strategic policy/research hub" to "collate existing research, prioritise future research needs and help improve the alignment between research and policy".
该报告列出了一些建议,包括通过建立“策略性政策/研究中心”“梳理现有研究，确定未来研究需要的优先级并优化理论研究和政策之间的对接。”

We need to be a little bit clearer about what forms of outdoor learning meet what purposes and aims (of curricula), Ms Waite told BBC News.
苏·威特对BBC表示“我们需要搞清楚特定类型的户外教育所能满足的课程目标和目的。”

So rather than just being outdoors magically making things happen, activities such as residential outdoor experiences would be particularly effective for developing social skills and leadership, she said.
“所以与其没有计划的开展户外课不如有意识设计一些活动比如户外露营，将对培养学生的社交技巧和领导力很有帮助。”威特补充说。

What we argue in the report is for people to think about the purpose and place (of the activity), as well as the people involved, in order to construct different forms of outdoor learning that will meet certain (teaching) aims.
“我们在报告中所讨论的是想让人们考虑户外活动的场地和目的以及参与活动的人，目的在于搭建出特定的户外学习模式满足教学的目的。”

Ms Waite said that the findings acknowledged that schools were under pressure to deliver results, and found increasing constraints on time, finance and other resources.
威特表示研究结果表明学校方面不仅有教学结果的压力，还存在时间不足，资金和环境资源的限制。

She said that linking outdoor activities to learning outcomes would allow it to become part of a curriculum so there would be "no need to find extra time" for outdoor learning.
她说将户外活动同学生的学习成果联系起来，户外课就是整个课程的一部分那么就没必要再找额外的时间进行户外活动。

She added: "Getting it embedded within policy gives that extra reassurance to teachers that this is something justifiable to do."
她说：“将户外课纳入政策可以使教师确信开展户外课很有意义。”

Ms Waite’s fellow co-author Prof Karen Malone, from Western Sydney University, added: "This report maps the evidence to encourage researchers and policymakers to meet at the interface of research and policy in order to shape a positive future for our children."
威特的同伴，报告的联合作者卡伦·马龙是西悉尼大学的一名教授，她说：“为了给我们的孩子创造一个更加积极的未来，我们在研究中详细的描述了鼓励研究者的研究和决策者的政策相结合的证据。