金秋送爽，丹桂飘香。
与桂花馨香一同弥漫的是我们万源城协和双语学校初中部全体班主任热烈的培训气氛……
2018年10月13日，万源城协和双语学校初中部全体班主任齐聚松江，进行班主任专业发展的拓展培训。这次活动主要以 “P4C”在教学中的实践运用为主题，上午大家重点了解并模拟“P4C”的课堂实施；下午班主任开展团建活动。
On October 13, all home room teachers gathered in Songjiang District for professional development.
This training was mainly based on the practical application of P4C teaching method. In the morning, everyone focused on understanding and simulating P4C classroom implementation. In the afternoon, all home room teachers participated in group building activities.
会议开始，孙曜主任先介绍了当日班主任团队培训活动的具体流程：由王杰主任做“P4C”理论详解，佟巍老师带领大家进行“模拟课堂”的实战演练。
At the beginning of the meeting, Director Sun Yao introduced the specific process of this P4C training to teachers. Then Director Bill Wang made a detailed explanation of the P4C theory. After that, Miss Tong Wei led everyone to conduct a demo class.
P4C是Philosophy for Children的缩写,译为儿童哲学 ,最初由马修斯.李普曼提出,目的在于培养儿童抽象思维能力,使之成为具有自我思考能力的负责任的思想家。随后,从一个课程计划发展为一场儿童哲学探究运动。P4C这种课堂模式根据儿童心理发展的内在规律和不同阶段的认知能力,通过哲学的认识论及方法论启发儿童思考、启迪儿童智慧。它彻底摒弃了陈旧的教育方法,鼓励孩子根据出现的课堂焦点,准确表达自己的观点,通过分析和思辨,形成有效的哲学思考。
P4C is the abbreviation of Philosophy for Children. It is originally proposed by Matthew Lipman, and aims to develop children’s abstract thinking ability. Subsequently, it evolved from a curriculum plan to a children’s philosophy inquiry movement. P4C classroom method inspires children to think and enlighten their wisdom through philosophical epistemology and methodology based on the inner principles of children’s psychological development and cognitive abilities at different stages. It completely abandons the old education methods, but encourages children to accurately express their opinions according to the focus of the classroom, and forms effective philosophical thinking through analysis and speculation.
“P4C”在教师与学生的互动过程中，教师的激励与启发，学生有更多的自主机会，可以鼓励学生之间真实的表达交流，将课堂还于学生。“P4C”课堂更能培养学生的表达能力、沟通能力、反思能力、实践能力、合作能力、探究能力等。
In the process of P4C demonstrations, teachers motivate and inspire students to create more opportunities to communicate with each other. In this way, teachers start to return the class to the students. This kind of classroom method can better develop students’ ability to express, communicate, reflect, practice, cooperate, and explore.
其创立人为美国的Matthew Lipman 教授及其团队。20世纪60年代大学生理性思维能力的欠缺，主要表现在提问、被质疑、自我表达、沟通等方面，为了提升学生的理性思维能力，P4C应运而生。
Founders of P4C are Professor Matthew Lipman of the United States and his team. In the 1960s, it showed that college students lack rational thinking ability. It was mainly reflected in question, expression, communication, etc. In order to enhance students’ rational thinking ability, P4C came into being.
P4C的4C是什么？
What is ‘4C’of P4C?
P4C的目的
The Purpose of P4C
P4C的原则
The Principals of P4C
尊重每个人的兴趣和问题
Respect personal interests and problems
认识到每个人的经历或故事的独特性
Recognize the uniqueness of personal experience or story
尊重知识，意识到没有任何人是全知全能的
Respect knowledge and realize that no one is omniscient
尊重每个人对问题的不同思考和解读方式
Respect different ways of thinking and interpreting problems
P4C的课堂十步
10 Steps of P4C Demonstration
1、预热准备
Warm Up
佟老师首先提出问题：“你认为人的一生中最重要的是什么？”各位老师独立思考，把答案写在事先分发好的便签纸上。然后由各位老师自由汇报自己的答案并作简要解释。
At first, Miss Tong asked a question: What do you think is the most important thing in your life?”Then all teachers thought independently and wrote their answers on sticky notes. Then, teachers freely reported their answers and presented a brief explanation.
2、出示刺激物
Show a story
Miss Tong demonstrated an ‘Apple Tree’ story.
3、思考时间
Reflection time
What do you feel after you read this story? Teachers freely expressed their views and discussed with others.
学员分组，组内自由表达，每个人提出一个问题写在共同纸板上。
All teachers were grouped and freely expressed in the group. Every teachers raised an issue and wrote it on a common cardboard.
各组内讨论成员的问题， 选出一个最具有价值的问题。并由组员代表分别上台汇报。
Teachers discussed all issues within each group and selected a most valuable one. The representatives of group reported it to other groups.
6、选择问题
Vote most valuable questions
就每个组的问题，由全体参与者投票选择最具有价值的问题。
All participants voted most valuable questions according to every group’s ideas.
7、分享最初的想法
Share initial ideas
由获胜一组代表上台分享其当初的想法。
Representatives from the winning group shared their original ideas.
8、探究构建
Exploration and Construction
Each group discussed the issue once again within the group.
9、最终想法
Express final ideas
各组代表再次表达自己对该问题的见解。组内以手势表决其是否认同。
Representatives from each group expressed their views once again on the issue. Within the group, they voted for their approval.
10、反思与评估
Reflection and evaluation
佟老师最后对各组的意见了做了相应的评估，并就该问题给出自己的看法供大家参考。
Finally, Miss Tong made a corresponding assessment of opinions from each group, and gave her own ideas on the issue for reference.
积极地参与，热烈地讨论，在整个过程中大家似乎都沉浸在“P4C”的课堂，专注而忘我……
In the whole process, all teachers actively involved in activities and enthusiastically discussed every issue.
下午，班主任团队的团建活动大家团队合作，热情高涨：
In the afternoon, the team building activities of the class teacher team worked together and the enthusiasm was high:
一天的班主任培训活动充实而快乐。大家不仅对“P4C”课堂有了更明确的认知，都准备在接下来的班会上一展身手；也加深了我们初中部班主任团队的凝聚力，打造出阳光和谐的班主任团队！
During this day, all trainers and teachers totally got involved in training activities. Not only did teachers have a clearer understanding of the P4C classroom method, but they were ready to show their teaching skills in the next P4C demonstration. It also deepens cohesiveness of home room teachers from middle school and creates a harmonious P4C team.
