關(guān)于“非正式學(xué)習(xí)”，父母需要知道的那些事兒……

今天不是原創(chuàng)，是一篇翻譯的文章。代代最近在思考，家庭中的非正式學(xué)習(xí)可以是什么樣子的，難道只有帶孩子去上補(bǔ)習(xí)班么，或者在家雞娃，我覺得不止于此。巧了，我找到了一篇這樣的文章，借此表達(dá)自己的觀點(diǎn)。簡單翻譯了一下，有一些學(xué)術(shù)用語我去請教了專業(yè)人士再翻譯，也可能會(huì)專門寫來介紹。那就一起來看看這篇文章吧。

原文題目：關(guān)于非正式學(xué)習(xí)，父母需要知道什么

正式學(xué)習(xí)是學(xué)校中發(fā)生的事情，非正式學(xué)習(xí)是指剩下的時(shí)間當(dāng)中發(fā)生的事情。教師負(fù)責(zé)正式學(xué)習(xí)，父母負(fù)責(zé)非正式學(xué)習(xí)。

聽到上述非正式學(xué)習(xí)的概念時(shí)，你會(huì)想：“這不明擺著嗎。” 但是，你有沒有注意到，孩子們花在非正式學(xué)習(xí)上的時(shí)間是多少。下面的餅圖顯示了學(xué)生在一年（譯者注：注意不是一學(xué)年，包括了假期）中在學(xué)校度過的時(shí)間百分比，只是一小塊。

（圖：53% 家庭和社區(qū) 33%睡覺 14%學(xué)校）

更令人驚訝的是，在一生中有多少非正式學(xué)習(xí)時(shí)間呢？下圖顯示了一生中正式和非正式學(xué)習(xí)的百分比。

橫軸是我們的一生，分為不同的生命階段?？v軸表示我們醒著的16個(gè)小時(shí)。

橙色表示正式學(xué)習(xí)時(shí)間。藍(lán)綠色，也就就是涵蓋了圖表的背景顏色，代表了非正式學(xué)習(xí)時(shí)間。

在嬰幼兒期的關(guān)鍵學(xué)習(xí)時(shí)期，所有學(xué)習(xí)都是非正式的。從出生到高中畢業(yè)，該圖清楚地表明，父母監(jiān)督著大多數(shù)孩子的學(xué)習(xí)時(shí)間。無論父母是否意識到這一點(diǎn)，他們都會(huì)不斷地讓孩子們在學(xué)校外學(xué)習(xí)。

孩子們非正式學(xué)習(xí)的質(zhì)量與父母的技能息息相關(guān)。那么，父母如何做，才能提高他們在擴(kuò)展這種學(xué)習(xí)能力方面的技能？

非正式學(xué)習(xí)的樂趣

促進(jìn)非正式學(xué)習(xí)并不一定意味著在家中增加更多的“學(xué)業(yè)”活動(dòng)。幸運(yùn)的是，非正式學(xué)習(xí)發(fā)生在課余時(shí)間，家庭時(shí)間以及所有其他課余時(shí)間。

正式學(xué)習(xí)主要存在于依靠成人指導(dǎo)的課程中，以測試來衡量學(xué)習(xí)的情況。而非正式學(xué)習(xí)主要是以兒童為主導(dǎo)，以玩耍為目的。在非正式的時(shí)間里，孩子們有機(jī)會(huì)追求自己感興趣的東西。這種經(jīng)歷可以培養(yǎng)孩子的好奇心和內(nèi)在動(dòng)力。自我導(dǎo)向的活動(dòng)可以讓孩子更加專注、深度地參與到自己正在做的事情當(dāng)中。

在大多數(shù)情況下，非正式學(xué)習(xí)是即時(shí)進(jìn)行的，與孩子所處的環(huán)境有關(guān)。在正式學(xué)習(xí)中，老師要事先規(guī)劃、預(yù)設(shè)好主題，這個(gè)主題和坐在教室里的學(xué)生相關(guān)。這可是一件具有挑戰(zhàn)性的工作。學(xué)生們在學(xué)習(xí)上抱怨的第一大事情，就是他們的學(xué)習(xí)和自己并不相關(guān)。（對于學(xué)校的第一大抱怨是食物。）非正式學(xué)習(xí)的優(yōu)勢是當(dāng)下學(xué)習(xí)的東西和自己有關(guān)，而這種關(guān)聯(lián)性增強(qiáng)了學(xué)習(xí)的效果。

在非正式學(xué)習(xí)期間，兒童通常會(huì)與父母或成年人互動(dòng)，后者會(huì)提供具體且即時(shí)的反饋。研究表明，這種成年子女互動(dòng)可以加速學(xué)習(xí)。在學(xué)校中，老師的注意力必須分配給許多學(xué)生，反饋也會(huì)延遲。在非正式的學(xué)習(xí)中，孩子可以在不經(jīng)意間獲得父母的注意、提出問題、獲得針對性的答案，甚至可以進(jìn)行討論，以解決他們的頭腦中產(chǎn)生的問題。

對父母而言這是幸運(yùn)的，因?yàn)樽晕抑笇?dǎo)的活動(dòng)，即時(shí)學(xué)習(xí)，以及集中、即時(shí)的成人反饋，意味著學(xué)習(xí)會(huì)更加有趣、自發(fā)且有效。這些非正式學(xué)習(xí)條件在正式場合是很難復(fù)制的。

修煉技能，促進(jìn)非正式學(xué)習(xí)

就像老師可以提升自己的技能，提高學(xué)生在學(xué)校的學(xué)習(xí)方效果，父母也可以提高他們的技能，促進(jìn)孩子在校外的學(xué)習(xí)。其實(shí)，你已經(jīng)了解一些基本知識，例如給孩子讀書，確保他們完成功課以及提供資源和機(jī)會(huì)來培養(yǎng)他們的才華和興趣。但是在撫養(yǎng)孩子的日常生活中，除了讓他們吃飽穿暖，保證他們的安全，您也可以培養(yǎng)一些新技能。如果你擅長玩游戲（譯者注：這里不是指電子游戲），那么在日?；?dòng)中你就可以自然而然地提供大量機(jī)會(huì)，支持孩子在課外的學(xué)習(xí)。

PCM的“十大學(xué)習(xí)概念”中列出的其余九個(gè)概念提出了一些想法，這些想法將影響你在自己所負(fù)責(zé)的非正式學(xué)習(xí)時(shí)間內(nèi)能看到什么。了解10,000小時(shí)，內(nèi)隱智力，心流，背景知識，語言跳舞，組塊，元認(rèn)知，數(shù)字學(xué)習(xí)和持續(xù)性誤解，這些概念將讓你在非正式學(xué)習(xí)時(shí)間內(nèi)能夠更敏銳的觀察。（譯者注：這幾個(gè)概念應(yīng)該有更加專業(yè)的學(xué)術(shù)翻譯，后期我挨個(gè)寫，有對應(yīng)的文章來介紹）

父母多掌握更多“孩子如何學(xué)習(xí)”的知識，對孩子來說是偉大的，對父母來說是有趣的，對我們所有的未來都是有益的。

今天我不做解讀了，原汁原味更好。關(guān)于非正式學(xué)習(xí)，后續(xù)還會(huì)繼續(xù)探索，分享給大家。

附上原文鏈接和原文稿件。

原文鏈接：

https://www.parentcorticalmass.com/2011/08/what-is-informal-learning.html

Formal learning is what takes place in schools; informal learning is what takes place the rest of the time.  Teachers are in charge of formal learning; parents watch over informal learning.

When you hear the concept of informal learning, you think, “So that’s obvious.”  What is less obvious though, is just how much time children spend in informal learning.  The pie chart below shows the percentage of time during a calendar year that students spend in school.  It’s a small slice.

Even more surprising is how much informal learning time occurs over a lifetime.  The graph below shows the percentage of formal and informal learning over the course of life.

Along the horizontal axis are the years of our lives, segmented in life stages.  The vertical axis represents 16 waking hours.

The orange depicts formal learning time.  The teal, so encompassing that it looks like the background color of the chart, shows the hours of informal learning time.

During the critical learning period of infancy through early childhood all learning is informal.   From birth through high school graduation, the graph shows clearly that parents oversee most of kids learning time.  Whether or not parents are aware of it, they are continuously engaged in their children’s learning out of school.  

The quality of kids’ informal learning is tied to their parents' skills. How can parents improve their skills at extending this learning?

The Fun of Informal Learning

Boosting informal learning does not necessarily mean adding more “scholastic” activities at home.  Fortunately, informal learning happens during down time, family time, and all other out of school time.

Where formal learning is mostly adult-led curriculum with tests to measure learning, informal learning is mostly child-directed activity with play as the purpose.  During informal time kids have the chance to pursue what interests them, for its own sake. This experience lets kids cultivate curiosity and intrinsic motivation.  Self-directed activity lets children develop the ability to focus their attention and engage deeply in what they are doing.

For the most part, informal learning happens on-the-fly and is relevant to the context the child is in.  With formal learning teachers have the challenging job of making subject matter, which is prescribed and scheduled, relevant to students sitting in a classroom. The #1 academic complaint of students is that their learning doesn’t seem relevant.  (The #1 overall complaint about school is the food.)  Informal learning has the advantage of being relevant in the moment.  Relevance strengthens learning.

During informal learning children often interact with a parent or adult who provide specific and immediate feedback.  Research shows this adult-child interaction expedites learning.  In school, a teacher’s attention must be distributed over many students and feedback is delayed.  Informally, a child can access their parent’s attention, ask a question, and get a customized answer, maybe even a discussion, that addresses what’s on their mind.

Fortunately for parents, self-directed activity, on-the-fly learning, and focused and immediate adult feedback means learning is more fun, spontaneous, and potent. These informal learning conditions are hard to duplicate in formal settings.

Building Skills at Facilitating Informal Learning

Just as teachers can get more skillful at increasing student learning in school, parents can improve their skills at fostering learning out of school.  You already know the basics, like reading to your kids, assuring homework gets done, and providing resources and opportunities to cultivate talents and interests.  But you can develop new skills and put them to use while doing all the regular activities of raising kids, while keeping them fed, clean, clothed, and safe.  If you are game, the day-to-day interactions can offer plenty natural opportunities to support learning out of school.

The remaining nine concepts listed on PCM’s Top 10 Learning Concepts present ideas that will influence what you see during the informal learning time you manage.  Understanding the concepts of 10,000 Hours, Incremental Intelligence, Flow, Background Knowledge, Language Dancing, Chunking, Metacognition, Digital Learning and Persistent Misconception will sharpen your observations during informal learning time.

Parents "gaining cortical mass" about how children learn is great for children, interesting for parents, and good for all our futures.