After ten forest school sessions, as a coaching team, we found that the students’ ability to connect with the nature, communicate and collaborate with other students has changed significantly compared to the beginning of this semester. The sense of trust among students increases, their willingness to communicate and express their ideas increases, and collaboration and mutual assistance can be seen “everywhere” during the activities. These “changes” were precipitated and accumulated during this period of time. We are very happy to see these changes in our students.

经过了十次森林学校的活动，作为教练团队，我们发现学员们自身对于自然环境的联结以及和其他学员之间沟通和协作的能力相比这学期初是有显著变化的。学员之间的信任感增加，沟通与表达自己想法的意愿增强， 协作互助的表现在活动进行中“随处可见”。这些“变化” 是这段时间沉淀和积累出来的。我们很开心看到学员们的这些变化。

The theme of this session is “Application and Practice of Abilities”. In the “Reflection” session at the beginning of the Forest School, the studens were still actively discussing, sharing and reviewing in a relaxed atmosphere. Everyone spoke very enthusiastically and actively. Every student took the initiative to express their views on the content of the previous class. When other students talked about their ideas, they also expressed their agreement and resonance with them.

这次课程主题“能力运用和实践”中，在开始的“反思”环节，孩子们依然在轻松的氛围下进行着积极的探讨、分享和回顾， 大家发言也很踊跃和积极，基本上每个学员都有主动表达他们对上节课内容的看法，在其他学员谈论想法时，自己也表示认同并对其产生共鸣。

After the reflection session, it is the group “practice” session. Today’s activity has three practices. The coaches are responsible for their own activity venues and three independent contents.

反思环节之后，即是分组“实践”环节。今天的活动有三个实践，教练们分别负责各自活动场地，三个独立的内容。学员们可以根据喜好意愿参与，自由选择相对应教练组队。三组活动分别为：和同伴继续完善庇护所；参与生火、并烙制葱油饼、分享给其他同伴；以及和同伴一起自制筷子。

Students can participate according to their preferences and freely choose the corresponding coach to form a team. The three group activities are: continue to improve the shelter with companions; participate in making fire, and make scallion pancakes and share them with other companions; and make chopsticks with companions. This session tests the children’s communication, cooperation, and hands-on skills. Through these activities, the children have the opportunity to actively participate in the hands-on activities that combine education with entertainment. As observers, explorers, and practitioners, they have gained knowledge, developed skills, and deepened their understanding. They have truly transformed the knowledge gained on paper into their real experience, which is the socalled “practice makes perfect”.

这个环节考验孩子们的沟通、合作、和动手能力。通过这些活动、寓教于乐的亲手实践活动，孩子们获得了积极的参与机会。他们作为观察者和探究者以及实践家，获得了知识、发展了技能、加深了理解。真正将纸上得来的知识，转换成他们的真实经验，所谓“实践出真知”。

The entire Forest School curriculum design focuses on the process of children’s active observation, natural expression, practical experience, and reflection and improvement. During the guidance process, the coach emphasizes the children’s thinking process of “discovering differences”, “proposing solutions”, and “practice and improvement”, guiding the children to start from themselves, discover problems from observation, improve their sensitivity to nature and the surrounding environment, propose solutions, and implement them in a virtuous cycle of courage to take responsibility and implementation methods. This will involve some learning and cognition of ATL (learning skills methods: social skills, self-management skills, thinking skills, communication skills, research skills). This will also be continuously circulated and improved in the Forest School curriculum.

整个森林学校课程设计都着重于孩子的积极观察、自然表达、实践体悟、反思提高的过程。教练在引导过程中，强调孩子们“发现不同”，“提出方案”，“实践与进步”的思路过程，引导孩子们从自我出发，从观察中发现问题， 提高对大自然和周边环境的敏感度， 提出解决方案，并且付诸实施的勇于承担责任和实施方法的良性循环中来。这其中会涉及到ATL（学习技能方法：社交技能、自我管理技能、思维技能、沟通技能、研究技能）的一些学习和认知。这也将不断在森林学校课程中得以循环、提升。