在济南市慧思顿高瞻幼儿园，升入大班的小朋友，开始对认字和阅读产生浓厚的兴趣。
In Jinan Wits Town High-scope Kindergarten, the children who entered the senior class, began to have a strong interest in reading and writing.
常常有小朋友跑过来问老师：
“这个是什么字？”
“这个字是什么意思？”
……
Often a child ran to the teacher and asked: "What is this word?" "What does this word mean?" ...
为了激发孩子们对汉字的好奇、探索和求知，慧思顿的老师们，把汉字有趣的演变过程，巧妙地融入到项目课程中，带着孩子们，开启了一场“和汉字的超时空相遇”。
In order to stimulate children's curiosity, exploration and knowledge of Chinese characters, the teachers of Wits Town skillfully integrated the interesting evolution process of Chinese characters into the curriculum of the project, leading the children to open a "the transcendent time and space of Chinese characters meet".
PART1——
汉字之旅的由来
The origin of the journey of Chinese characters
关键性发展指标
K5使用资源K9情感K21理解K27文字概念
K29书写
Key developmental indicators:
K5 Use of resources K9 Emotions K21 Comprehension K27 Concepts ahout print K29 Writing
PDR（计划、工作、回顾）时间，Juson给大家展示他的作品：用水彩笔写的中文名字“朱峻辰”。
During the PDR (Plan, Do, Review) time, Juson presented his work: the Chinese name Zhu Junchen written in watercolor pen.
“我是对照着小椅子上的名字，一点一点写出来的。”
"I wrote it out bit by bit against the names on the little chair."
其他小朋友听到后非常兴奋，开始观察自己椅子上的中文名字，计划着在明天也要写自己的名字。
The other children were so excited that they began to observe the Chinese names on their chairs and planned to write their own names tomorrow.
于是，一场有趣的文字探究之旅拉开了序幕。
An interesting journey of textual inquiry began.
PART2寻——
寻找身边文字
Find - find the words around you
关键性发展指标
K1主动性K22口头表达K27文字概念
Key developmental indicators:
K1 Initiative K22 Speaking K27 Concepts ahout print
小朋友们带着计划，开始在班级、幼儿园的各个角落寻找汉字：小椅子上、小床上、签到桌上、衣柜上，到处都有自己的名字。“找到它们真有意思！”
With a plan, the children began to look for characters in every corner of the classroom and kindergarten: on chairs, on beds, on check-in tables, on wardrobes, everywhere." It's fun to find them!"
Amelia：“看，我在季节桌上找到了什么？这是我的姓--徐。”
Amelia: "Look, what did I find on the season table? This is my family name -- Xu."
Victoria也自豪地给Ray展示自己写的名字：“我会写名字啦！程琬晴。”
Victoria proudly showed Ray her name: "I can write my name! Cheng Wanqing."
PART3探——
文字的起源
Exploration - the origin of writing
关键性发展指标
K3专注K5使用资源K21理解K27文字概念K40艺术
Key developmental indicators:
K3 Engagement K5 Use of resources K21 Comprehension K27 Concepts ahout print K40 Art
没有文字前，人们用什么方法记录事情？
Before writing, how did people write things down?
“上古结绳而治，后世圣人易之以书契”，老师告诉小朋友们，古人用结绳记事的方式记录重要事情。
The teacher told the children that the ancients used the way of tying ropes to record important matters.
在老师的鼓励下，小朋友们学起古人，用结绳记录一天发生的事情。
Encouraged by the teacher, the children learned from the ancients and recorded the events of the day with a knot.
他们把色泽不同的细绳排列悬挂，大事打大结，小事打小结，先发生的事情打在里面，后发生的事情打在外面，还用不同颜色的绳结，区分事物的类别。
They hang strings of different colors, big knots for big things, little knots for little things, things that happen first on the inside, things that happen later on the outside, and knots of different colors to distinguish the categories of things.
来看看大一班小朋友们记录的重大事件。
Let's take a look at the great events recorded by children of K4.
Barbara：“Grace你记录了什么？”
Barbara: "Grace what did you record?"
Grace:“第一个结，代表我种了一棵小花。第二个结，代表我的小花发芽了。第三个结，记录的是爸爸给我买的新玩具。可是第四个和第五个结，我忘记是什么事情了。”
Grace: "The first knot means I planted a small flower. The second knot represents my little flower sprouting. The third knot records the new toy dad bought me. But the fourth and fifth knot, I forgot what they are."
这可怎么办？这也是古人遇到的问题：绳上的结太多，就分不清记录的什么事情了。但是，很快他们就想到了解决方法。
What is to be done? This was also the problem of the ancients: there were too many knots on the rope to tell what was being recorded. But they soon came up with a solution.
为让小朋友们有更丰富的活动体验，老师们还把教室装饰布置成了象形文字研究院。
In order to enrich the children's activity experience, the teachers also decorated the classroom with hieroglyphics research Institute.
小朋友们对文字展开了哪些研究？
What research did the children do about words?
考古区：寻找宝藏，有你认识的古文字吗？
Archaeological area: Searching for treasure, do you know any ancient characters?
艺术区：可以使用油水分离的方法，制作远古时期的壁画。
Art zone: You can use the method of oil and water separation to make murals from ancient times.
文物修复区：在这里，小朋友们是“专业”的考古学家和文物学家。
Cultural relics restoration area: Here, the children are "professional" archaeologists and cultural relics scientists.
破碎的宝贝，经过他们“修理”，都能完好如初！
The broken treasure, after their "repair", can be intact!
就连积木区，也被利用起来研究文字。Emily和Alice在用积木搭建一个象形文字“目”，中间再放上一个圆柱体积木，眼睛就完成了！
Even the block area is used to study words. Emily and Alice are building a hieroglyphic "eye" with blocks and a cylinder block in the middle to complete the eye!
仓颉造字
Cang Jie makes characters
老师给小朋友们讲了“仓颉造字”的传说。这个字代表什么，它就像什么。
The teacher told the children the legend of "Chinese characters made by Cang Jie". What does the word stand for? It's like something.
Emily：“这个紫色的像眼睛的字，是‘目’，是眼睛的意思。有三个叉的是‘木’，木头的意思。”
Emily: "This purple eye-like word is mu, which means eye. The one with three crosses is wood, which means wood."
Victoria：“第一个是‘山’，第二个我要做个‘牛’字，还没完成，这里是牛的角。”
Victoria: "The first one is' mountain '. The second one I'm going to make 'cow'. I'm not done yet.
小朋友们还用自己造的字讲起了故事。
The children also told stories with their own words.
Alice：“一头小牛要过河吃草，它要经过一片树林和田地，太阳落山后，它要回家了。”
Alice: "A calf has to cross the river to graze. It has to go through woods and fields. When the sun goes down, it has to go home."
Jason：“我要讲的故事是，一个人在种田，他还挖了一口水井。”
Jason: "The story I'm going to tell is about a man who was farming and he dug a well."
PART4创——
名字创想画
Creation - name creation painting
关键性发展指标
K26阅读K27文字概念K29书写K40艺术
Key developmental indicators:
K26 Reading K27Concepts ahout print K29 Writing K40 Art
大班上学期，班级开展了《名字创意画》这一活动，鼓励小朋友亲手写自己的名字并进行装饰，大胆地表达情感。
In this semester, class K4 carried out the activity of "Name creative Painting", encouraging children to write their own names and decorate them, expressing their emotions boldly.
有的小朋友，还把名字画成了有趣的图画。
Some children, but also the name of the drawing into interesting pictures.
“写一写”我的名字，画自画像、做名片：“看，是不是和我一模一样？”
"Write" my name, draw a self-portrait, make a business card: "Look, does it look exactly like me?"
Juson：“你看我的刺猬头！”
Juson: "Look at my hedgehog head!"
感受文字魅力
Feel the charm of words
听说古代人还用毛笔写字，大家也来试一试软笔书法，是不是也有书法家的范儿呢……
I heard that ancient people also used brush to write. Let's have a try at soft brush calligraphy. Is there a calligrapher's style?
PART5玩——
文字的艺术
Play -- the art of words
关键性发展指标
K1主动性K5使用资源K21理解K27文字概念
K40艺术K52工具和技术
Key developmental indicators:
K1 Initiative K5 Use of resources K21Comprehension K27 Concepts ahout print K40 Art K52 Tools and technology
挖掘宝藏
Dig for treasure
小朋友们了解到，考古学家通过甲骨文，研究古代的文字和文化，就开始制造文物宝藏。
The children learned that archaeologists began to create treasures by studying ancient writing and culture through oracle bones.
他们把象形文字写在石头上、树叶上、木片上，裹上泥巴或面团，藏在文物考古区。
They wrote hieroglyphics on stones, leaves and pieces of wood, wrapped them in mud or dough, and hid them in archaeological areas.
Emma说：“你知道我的泥巴里藏了什么宝贝吗？”
Emma said, "Do you know what treasure I have hidden in my mud?"
晾干后，小朋友们就像小小考古学家一样，用小刷子、小铲子发掘宝藏，还根据已经认识的象形文字把宝贝复原。
After drying, the children act like little archaeologists, digging up treasures with small brushes and shovels, and restoring treasures according to the hieroglyphics they already know.
River告诉Max：“如果字太小看不清楚，就用放大镜仔细看，有好多字我们都见过，这个是‘人’。”
River tells Max: "If the character is too small to see clearly, use a magnifying glass to look carefully, there are many characters we have seen, this one is ‘person’."
Vic：“我找到了这个写着象形文字的石头，但是有一部分看不清了，我觉得这两个字很像，应该是同一个字。”
Vic: "I found the stone with the hieroglyphics written on it, but I can't see part of it clearly. I think the two words are very similar, so it should be the same word."
制作帛书
Make silk manuscripts
孩子们把看到和认识的象形文字、现代文字记录下来，做成了帛书。
Children see and understand the hieroglyphics, modern writing down, made silk manuscripts.
密密麻麻的文字，都是小朋友们的成果！
Dense text, are the children's results!
James说：“我现在不仅认识自己的名字，班里很多小朋友的名字我也都认识了，有的我还会写呢！我和Max都姓张，Max的名字，张子阳，我也会写了。”
James said, "Not only do I know my own name now, but I know a lot of the kids' names in my class, and I can even write some of them! My surname is Zhang and Max's. Max's name is Zhang Ziyang. I can write it, too."
象形文字小花灯
Little pictographic lamp
在传统节日中秋节，小朋友们还制作了象形文字小花灯。
During the Mid-Autumn Festival, a traditional festival, children made pictographic lanterns.
简单的小花灯，配上惟妙惟肖的象形字，既点燃了节日气氛，又展示了他们的古文字探究成果。有文字，有美食，还有人物和美景。
Simple small lamps, with vivid pictographic characters, not only lit up the festive atmosphere, but also displayed the results of their exploration of ancient characters. There's writing, food, people and beauty, etc.
创意造纸
Creative paper making
古人把字写在乌龟壳上、动物骨头上、锦帛上。那现在的写字用纸从哪里来？我们可以做出来吗？
The ancients wrote on tortoise shells, animal bones and silk. Where does writing paper come from now? Can we make it?
大一班的小朋友，借鉴古法造纸术，用旧报纸、碎树叶等废旧材料制作纸浆。
Kids of class K4-A learned the ancient method of paper making, using old newspapers, broken leaves and other waste materials to make pulp.
等呀等，经过了三天的暴晒，纸浆终于晒干，变成纸了！
After a long wait of three days, the pulp finally dried and turned into paper!
用亲手造的纸，在校园里写生。幼儿园很美，小朋友们的画更美！
I sketched on campus with my own paper. Kindergarten is very beautiful, the children's painting is more beautiful!
在探究活动中，老师带小朋友们阅读了大量和文字相关的图书，引导大家通过操作不同材料，了解文字的起源、演变、意义，感受汉字的独特魅力，发展他们的观察能力、创造能力、艺术鉴赏力和使用工具解决问题的能力。
In the exploration activity, the teacher led the children to read a large number of books related to characters, and guided them to understand the origin, evolution and meaning of characters by manipulating different materials, feel the unique charm of Chinese characters, and develop their ability of observation, creativity, artistic appreciation and problem-solving with tools.
Wits Town
一个字，就是一个故事，这场“和汉字超时空相遇”的旅程还没有结束。
Each word has a story. This journey of "meeting with Chinese characters over time and space" is not over yet.
济南慧思顿，会继续挖掘中华汉字的文化起源，鼓励孩子们，探索更多关于文字符号的奥秘，让孩子们从小就感受到中华文化的博大精深，做小小文化“传承者”。
Jinan Wits Town Highscope kindergarten will continue to excavate the cultural origin of Chinese characters, encourage children to explore more about the mystery of character symbols, so that children feel the broad and profound Chinese culture from an early age, do a small culture "inheritor".
