在南方，有一片被爱与梦包裹的乐土——浙江省杭州市崇文理想国幼儿园。这里不仅是孩子探索世界、放飞梦想的起点，更是一位对教育满怀热忱的探路人进行创新实践的沃土。他，就是理想国幼儿园园长周向鹏。

        In the south, there lies a land wrapped in love and dreams—Chovan Imaginist Kindergarten in Hangzhou, Zhejiang Province. This is not only a place where children explore the world and chase their dreams, but also fertile ground for a passionate pioneer in education to innovate and experiment. That pioneer is Zhou Xiangpeng, the principal of Imaginist Kindergarten.

从小学科学教师到学前教育的新手，再到新园教育理念的缔造者，周向鹏沿着教育大道走了二十余年，终于绘制出一幅名为“ 理想国”的宏伟蓝图。园区的一砖一瓦、 教育的每一个环节，都倾注了他的心血与思考。这好似乌托邦照进现实的理想国幼儿园，正是他用智慧与汗水，浇灌出的理想教育样态，为孩子铺设了一条通往美好未来的道路。

        From an elementary school science teacher to a newcomer in early childhood education, and finally the creator of a new educational vision, Zhou Xiangpeng has journeyed down the educational road for over 20 years. He has painted a grand blueprint, named "Imaginist Kindergarten." Every brick, every educational detail has been infused with his thought and dedication. Like a utopia brought to life, this kindergarten is his ideal educational model, carefully nurtured to pave the way for children toward a bright future. 

1980年，周向鹏出生在杭州郊区的穷困山区里。家中虽条件不佳，祖父却重视周向鹏的教育问题。“ 我每天上学需要翻过三座山，但求学心切、成绩也总能名列前茅的我丝毫 不觉得辛苦，回家后还会跟祖父练毛笔字、作画。”那时的周向鹏只有一个朴素的愿望：“我想考一个好大学，毕业后帮助村里修一条公路，让求学的孩子有路可走。”然而，在离实现梦想只差一步之遥时，父母悄悄把他的志愿改成了师范学校。“ 虽阴差阳错去了严州师范学校，但当时学校对素质教育的重视让我学到了很多。”从师范学校毕业后，周向鹏选择继续深造，考入杭州师范大学教育学院，正式迈出了走向教育的第一步。

Zhou Xiangpeng was born in 1980 in a poor mountainous area outside Hangzhou. Despite the difficult conditions, his grandfather placed great importance on his education. "I had to cross three mountains to get to school every day, but my hunger for knowledge and top grades made it worth it. I’d even practice calligraphy and painting with my grandfather when I got home," he recalls. Zhou had one simple wish: "I wanted to get into a good university and return to the village to build a road so children would have a path to school." But just as he was close to achieving this dream, his parents changed his university application to a teaching college.  Though it was unexpected, Zhou’s experience at Yan Zhou Teachers College provided him with invaluable lessons in holistic education. After graduation, he furthered his studies at Hangzhou Normal University's School of Education, officially stepping into the field of education.

 大学期间，周向鹏加入学生会并成为主席，积极锻炼自己统筹协调、团队合作等能力，还报名参与志愿团队， 每年暑期去贫困地区支教，“ 希望能让更多的人意识到教育的重要性，说不定他们也能像我一样用知识改变命运”。周向鹏非常珍惜自己当下的生活，并在毕业后进入杭州市崇文实验学校担任科学教师，迎来了将自身所学传授给更多孩子的机会。

     During university, Zhou actively participated in student leadership roles, volunteer work, and teaching initiatives in impoverished areas. His dream was to help others recognize the power of education, just as he had done. This drive led him to become a science teacher at Chovan Experimental School in Hangzhou, where he finally had the chance to impart his knowledge to young minds.

      机会往往青睐有洞察力与行动力的人。在一场小学科学教师培训中，周向鹏遇见了国内知名小学科学教育专家章鼎儿，并向其请教。后来，周向鹏在章鼎儿的推荐下参与科学教材全面修订工作，拥有了出国访学的机会。“ 与美国科学教师 面对面的交谈对我影响很大。20年前他们的探究式学习就做得有声有色，还讲究大单元、分模块学习等，这是当时的我从未接触过的。”从那时起，周向鹏仿佛打开了新世界的大门， 在科学教育领域越走越深。

Opportunities tend to favor those with insight and initiative. During a training session for elementary science teachers, Zhou met renowned expert Zhang Dinger and sought his advice. Later, with Zhang's recommendation, Zhou participated in a nationwide science textbook revision project, which led to an overseas study opportunity. "Talking face-to-face with American science teachers had a huge impact on me. They were already implementing inquiry-based learning 20 years ago, using large modules and unit-based learning, which was all new to me at the time." From then on, Zhou delved deeper into science education.

2012年，崇文教育集团想创办一所幼儿园，校长将此重任交在了当时负责全校学生管理工作和科学教育的周向鹏手里。“ 学前教育讲究的直接认知等理念与科学教育理念比较吻合，而且二者都强调动手探究。但我又担心隔行如隔山，带不好刚入园的孩子。”经过一番深思熟虑，他们决定先从幼小衔接做起，“ 针对幼小衔接断层等问题提出双向衔接， 通过走班制教学、幼儿自主选择是否午睡、给幼儿真实的社会角色体验等，培养幼儿良好的学习品质和心理品质，帮助他们走好衔接路。”

In 2012, Chovan Education Group wanted to establish a kindergarten, and Zhou, who was then in charge of student management and science education, was given the responsibility. "The concepts of early childhood education, like hands-on exploration, align well with the principles of science education. However, I worried about managing young children." After careful thought, they decided to start with preschool-to-elementary transition programs. “We proposed a two-way approach to address gaps in the transition process, using flexible classes, optional nap times, and real-world role experiences to cultivate good learning and psychological habits in young children.”

曾经，周向鹏站在小学的讲台，用知识的种子播撒希望，见证一颗颗幼苗茁壮成长。随着幼小衔接工作不断积累成功经验，既能让幼儿自由探索、快乐成长，又能启迪幼小生命的理想国幼儿园应运而生，周向鹏也就此开启了全新的教育征程。

Once a primary school teacher planting seeds of knowledge, Zhou now accumulated experience in preschool education. This led to the founding of Imaginist Kindergarten, an ideal place for children to explore freely and grow happily.

       办园前，周向鹏就为理想国幼儿园制定了“5家”“5真” 创新教育理念。所谓“5家”，即像运动家一样具有探索精神、像哲学家一样思辨对话、像艺术家一样多样表达与表征、像外交家一样包容与交往。“5真”则指给予幼儿真实的环境、真实的问题、真实的游戏、真实的探索、真实的经历。为了让教育理念真正落地，周向鹏设计了“ 小小探索家”“小森林”等课程，开展以真实问题解决为驱动的项目化学习活动，再以森林活动、亲自然活动为载体组织托育特色自然感官课程，着力推进儿童敏感期研究。

Before opening the kindergarten, Zhou developed the "5 Homes" and "5 Realities" innovative education concepts. The "5 Homes" included: Athlete, Scientist, Philosopher, Artist, and Theorist—each emphasizing different aspects of holistic development. The "5 Realities" focused on giving children real environments, problems, games, exploration, and experiences. To put these concepts into practice, Zhou designed programs like "Little Explorers" and "Small Forest," project-based learning driven by real problem-solving, and sensory activities in natural settings to promote research on children's sensitive periods.

       顶层设计确定，期待已久的理想国又该如何建成？此时， 以“ 细节控”著称的周向鹏又有了新想法。“ 我想要精心打造一所属于理想儿童的理想世界。理想儿童是身心舒展的，所以理想国必须是一个‘ 活建筑’，一个充满爱与关怀的教育空间，让每一个儿童的独特性都能被看见。”对于周向鹏而言，理想国不仅是幼儿园的名字，更是他心中对于教育最美好的憧憬。于是，他邀请建筑设计师与他一同担任幼儿教师，用三个月与幼儿朝夕相处，再绘出最适合幼儿生活的理想国设计图。

Zhou's attention to detail extended to the design of the kindergarten. "I want to create an ideal world for ideal children—where the environment is alive, full of love, and where every child’s uniqueness is seen." He invited architects to spend three months with the children to design a space that best suited them.

        “ 同龄幼儿因发育程度不同会出现不同的身高和体型， 但幼儿园用的都是同一型号的马桶，导致体型偏胖的孩子上厕所时内裤被淋湿，而体型偏瘦的孩子可能会出现坐不稳等 情况。”注意到该问题的周向鹏，提出了一个创造性想法：“可以在一个马桶上设置不同大小的马桶圈，让孩子们根据自己的舒适度做出选择。”就这样，理想国采用“ 大屁屁圈”和  “ 小屁屁圈”，解决了幼儿如厕难题。

Noticing that children of different sizes faced challenges using the same-sized toilets, Zhou Xiangpeng came up with an innovative idea: installing toilet seats with adjustable sizes so children could choose based on their comfort. This led to the creation of "big" and "small" seats, solving the problem.

诸如此类的细节，周向鹏为理想国设计了100个细节——小班设置三个门、洗手台有高低之分、水龙头各式各样……有的孩子提出希望园里有大恐龙，周向鹏便在“ 侏罗纪庭院”里摆放出4米高、26米长的恐龙模型，孩子们可以在恐龙的肚子里穿梭，还可以用恐龙的尾巴当滑滑梯……经过千人次的谈话后，理想国初具雏形。这不仅让幼儿感受到被尊重，还为理想国幼儿园增添了一份独特的温度，让其成了少见的“ 采纳”幼儿意见设计的幼儿园。

Zhou designed 100 similar details for Imaginist Kindergarten—like classrooms with three doors for quick evacuation, sinks of varying heights, and diverse faucet designs. When a child requested a large dinosaur, he built a 4-meter-tall, 26-meter-long model in the "Jurassic Garden," where children could play inside its belly or use its tail as a slide. After thousands of discussions, the kindergarten took shape, becoming one of the few schools that incorporated children's ideas into its design.

为了更好地读懂幼儿，从未有过相关教学经验的周向鹏决定担任小班班主任。有一次，他准备给幼儿讲述有关健康 知识的绘本，“在讲到大灰狼干扰小松鼠搬家这部分时，我披上提前准备的大灰狼服装，结果还没开始讲，就把全班小朋友吓哭了，有的甚至直接边哭边跑出教室。”这对身为小学课堂名师的周向鹏而言是一次沉重的打击，但对一门心思想要做好学前教育的他来说，是一次获得真实反馈的机会。他决定沉下心来，用心观察幼儿，成为理想国需要的理想教师， 更想提升自己服务教师团队的能力，培养出更多理想教师。

To better understand young children, Zhou became a head teacher for a small class. One day, while wearing a wolf costume to tell a story, he accidentally scared the children, a humbling experience for the former acclaimed primary school teacher. But he saw it as valuable feedback and dedicated himself to becoming the ideal teacher Imaginist Kindergarten needed.

为此，周向鹏想要尽快转变专注于传统幼儿教师“ 说、 弹、唱、画、跳”能力的现象，提出理想教师新五项基本素养： 儿童观察能力、儿童对话能力、儿童作品分析能力、儿童行为分析能力和儿童过程性评价能力。为促进五项基本素养的提升，他组织开展了系列赛课、参访研修等活动。此外，他提出“ 每一位教师都可成为家庭教育指导师”，并成立家长学校，培养一批家庭教育指导讲师团，针对各年段设计了个性化家庭教育课程，开展个性化家长课堂等。与此同时，周向鹏还为理想教师团队制定了78条工作细则。在周向鹏看来，细节之处见真章。“ 只有把这些看似微小的环节做好了，才算是走好了成为理想教师的第一步。”周向鹏说道。

Zhou introduced five key skills for ideal teachers: observation, dialogue with children, analysis of children's work, behavior analysis, and process-based evaluation. He also created a family education program and developed 78 detailed work guidelines for teachers, emphasizing that small details are the first step toward becoming an ideal teacher.

 初入幼儿园时，周向鹏与其他男性幼儿教师一样，也曾面临过“ 因男而难”的困境。“ 怎么会有男幼师？ ”“男幼师肯定没有女幼师细心啊。” ……听到外界的质疑与偏见， 周向鹏的内心从未动摇，但面对家人的误解，他感到非常失落。“ 母亲得知我在杭州做幼儿教师时眼泪立马掉下来，还问我是不是因为教学水平很差，实在无法带小学的孩子，才会去幼儿园。”周向鹏感到无奈。他向家人诉说着自己对学前教育的热爱， 可自知无力在短时间内改变老一辈人的观念。 “ 在他们看来，我去幼儿园就是‘ 男阿姨’。毕竟在那时，杭州还没有过男园长。”

When Zhou Xiangpeng became a kindergarten teacher, he faced skepticism about men in the field. Even his family misunderstood, with his mother questioning his career choice. Despite this, Zhou remained committed to early childhood education.

回到岗位的周向鹏，深知自己肩上的责任与使命。作为“ 第一个吃螃蟹”的男性管理者，他并没有因外界的声音退缩或放弃，反而以更加坚定的步伐走在前行的道路上。 在他看来，性别不应该成为限制职业发展的因素。相反，他坚信男性独特的视角和特质可以为幼儿教育带来新的活力和可能性。

As one of the first male administrators, he believed gender shouldn't limit career growth. Instead, he saw men's unique perspectives as a way to bring fresh energy and possibilities to the profession.

注重传承的周向鹏非常重视崇文集团总校长俞国娣提出的“ 男孩精神”的培养，并决定从此着手，放大男幼师的优势。“ 总校长2013年就提出了‘ 男孩精神’，就是儿童不但要具有强壮敏捷的身体，而且要具备大胆想象的思维冒险精神， 具有把因为好奇产生的问题付之于实践的精神。”在周向鹏的努力下，“ 男孩精神”在理想国得到了充分的实践。他不仅通过组织户外活动、体育运动、科学探索等鼓励幼儿勇敢尝试、敢于挑战，还身体力行地向他们传递“ 男孩精神”。“ 我坚持每年参加杭州马拉松比赛，平日里工作再忙，也坚持每日一短跑、两天一长跑。以持续饱满的热情对待体育运动， 让孩子们看到自己健康、有活力的一面，用自己的行动激发他们的运动热情，是我跑杭马的动力。”  “因男而难”的挑战 没有阻挡周向鹏前进的脚步，反而成为他成功在幼儿心中树 立温暖、可靠的“ 超人爸爸”形象的磨砺石。

Zhou Xiangpeng values tradition and emphasizes cultivating the "Boy Spirit" proposed by Chovan Group's Head Principal, Yu Guodi. This spirit encourages children to develop strong, agile bodies, bold imagination, and the courage to explore. At Imaginist Kindergarten, Zhou promotes this through outdoor activities, sports, and science exploration, while personally modeling it by participating in marathons and daily exercise.

 周向鹏不仅是幼儿眼中的“ 超人爸爸”，还是同行心中的教育引路人。每当遇见与当年的自己一样迷茫的男幼师时， 他总会积极为他们提供成长平台和支持，鼓励他们发挥自己的性别优势，为幼儿带来不一样的教育体验。“ 我总是告诉他们要做一个内心丰盈的人，设立教育目标和职业目标，再利用男性天然具备的逻辑性强等优势深入到学前教育研究当中，找到自己的文化标识性，成为能引起关注、能拿出成绩、受孩子喜爱的教师。”在周向鹏的引领下，幼儿园逐渐汇聚了不少充满活力与创造力的男幼师，他们的身影成为理想国 一道亮丽的风景线。

He has become a "Super Dad" figure to the children and a mentor to male preschool teachers, encouraging them to use their strengths and set goals. Under his leadership, more male teachers have joined, adding vibrancy to the kindergarten.

当理想照进现实，周向鹏以深刻的教育洞察力和不懈的探索精神，将孩童渴望的理想乐园具象化。从初出茅庐的小学教师，到如今引领理想国幼儿园的掌舵人，他的每一步都走得坚实而有力。回望来时的路，周向鹏感到异常欣慰，眼前这所理想国幼儿园已从最初只存在于人们脑海中的理想乐园，发展为集先进教育理念、创新型教育方法与卓越教育质量的现代化幼儿园。它是孩子探索世界的乐园，更是教育创新与人文关怀交相辉映的殿堂。在这里，每一个孩子都能找到属于自己的舞台，勇敢地追求梦想；在这里，每一位教师 都能感受到教育的乐趣与价值，携手共创美好明天。周向鹏坚信，在自己与团队“ 理想教师”们的努力与坚持下，教育之光定会在理想国熠熠生辉，照亮着每一个孩子的梦。

Zhou Xiangpeng turned children’s dream of an ideal paradise into reality with deep educational insight and persistence. From a novice teacher to the leader of Imaginist Kindergarten, he has guided its transformation into a modern institution known for innovation and quality. Here, children explore and pursue dreams, and teachers find joy and purpose. Zhou believes that with his team’s efforts, the light of education will continue to shine, inspiring every child's dream.