孩子喜欢听绘本故事，爸爸妈妈讲的故事就像一粒粒种子，亲子互动则犹如阳光，让这颗种子，在孩子心里生根发芽。
Children like picture book stories. Stories told by parents are like seeds that grows in children’s hearts.
现在，青浦协和小学部一、二年级聚集了一群爱故事、爱分享、爱公益的家长，在中国台湾金牌故事妈妈培训导师舒萍女士的指导下，用绘本推开孩子“生命教育”之门，告诉孩子们生命的意义，和孩子们一同获得更多爱与幸福的能力。
At SUIS Qingpu, we always adhere to the joint efforts of family and school. This semester, we are pleased to have a group of parents who love to tell stories, share memories and work with teachers to support student learning. Under the guidance of Ms. Shu Ping, the training tutor of Taiwan, China Golden Story mothers use picture books to open the door to a ‘real-life education’ that exposes children to valuable lessons that teach them the meaning of life, love and happiness.
“绘本故事妈妈团”成立
“Story Mothers Group” established
4月21日，春天时节，“故事妈妈团队”正式官宣成立，从最初的热爱和信任，到连续2个月的一轮轮专业培训，理解“为什么要成为故事家长”、“如何成为孩子更好的榜样”、“绘本中关于生命教育的自我认知、人际价值、环境价值及生命价值”，并集体备课分享，设计提问技巧，模拟进班……现在他们已经是一支具备专业理论和实战经验的团队了。
On April 21, the story mothers group was officially established. During the initial orientation, story parents displayed their love with a pledge of trust before embarking on a two-month professional training session. During the training, they learned “why to be a story parent”, “how to be a better example for children”, “self-awareness”, “interpersonal value”, and “life education in picture books”. Our story parents planned together, and practiced questioning skills and in-class sharing. Now they are a dedicated team with professional theory and practical experience.
听“故事妈妈”讲绘本故事
Listen to “Story Mothers” telling the picture book stories
一、二年级分别以《把壳丢掉的乌龟》和《警官巴克尔和警犬葛芮雅》作为第一个和孩子们见面的故事。故事妈妈们的第一次备课在国湘书院进行。她们悉心研习绘本，设计教案规划、课堂提问、互动反思等环节，还一遍遍练习进行课堂模拟……
Grade One and Grade Two chose The Turtle Who Lost the Shell and Officer Buckle and Gloria as the first story book to be read with the students. The first lesson preparation of the story mothers was held in Ancient Scholars House. They studied picture books, lesson planning, classroom questioning, interactive reflection and simulated classroom instruction.
每月两次的“故事妈妈”课堂上，孩子们聆听动人的故事，开动脑筋回答问题，童言无忌。在欢声笑语中，“故事妈妈们”陪伴孩子认识自我，接纳自我，发现自己的特点，看到完整的自己。
In the classroom, children were thinking deeply about questions while listening to the stories being read. The unique thinking of students was reflected in answers that expressed their self-awareness, self-acceptance and self-confidence. Story parents also encouraged children to find their own characteristics throughout the text so that they may learn more about themselves.
每每故事讲完后，孩子们意犹未尽，问什么时候再来。期待故事妈妈和孩子们更多的精彩，一起在绘本故事中共同成长。
At the end of each parent visit, the children began to look forward to the next story session, imagining the wonderful stories to be shared by parents and children together.
“故事妈妈” 感言
Words from “Story Mothers”
经过一个月的培训，4月29日第一次入班给孩子们分享绘本。我很高兴自己加入了这样一个温暖且具有能量的团队。让我提升自己，拥有另一小片精神天地。孩子们的活泼、好奇让我动力十足。课程结束时，孩子们争相询问下次进班的时间，不舍得我们离开，我的内心感到无比温暖。感谢故事妈妈团队，让生活变得如此美丽。
After a one-month training, I joined the class for the first time on April 29th to share picture books with the children. I am proud of being a member of this warm and energetic team. It provides me a small space outside of my full-time job. These lovely and curious children fill me with motivation. At the end of the class, the children asked when would be the next session. I am thankful to the story parents group for making life so beautiful.
我们精心选择的每一个绘本故事都充满深意。从“我”与“我”的关系，“我”与“群体”的互动，“我”与“世界”的连结，启发孩子们去认知生命的价值，死亡的态度，人生的信念。
Every picture book we selected was full of profound meaning. By analyzing the relationships between “I and I”, “I and group”, and “I and world”, children were inspired to recognize the value of life, the attitude towards death and the belief in life.
第一次进班讲的绘本是《把壳丢掉的乌龟》，虽然前期准备好了PPT和教案，但当我们真正进入课堂时，还是会紧张。但在回答问题环节，我们惊喜地发现孩子们都积极踊跃，观察得特别仔细。活动结束后，回想了之前在家给孩子讲故事，不太注意孩子是否全身心投入到故事中，因为“读绘本”和“读懂绘本”是完全不一样的。
The first picture book we used in the class was The Turtle Who Lost the Shell. Although we were well prepared with a PPT and teaching plan, I was really nervous when entering the classroom. Fortunately, I was pleasantly surprised to find that the students were enthusiastic, thoughtful, independent, and observant. At the end of the class, I realized that when telling stories at home, I didn’t notice whether my children were devoting themselves to the stories. Actually, there is quite a difference between ‘telling a story’ and ‘understanding a story’.