Practical Application of Montessori Teaching Ideas in Preschool EducationWord文件下载.docx
《Practical Application of Montessori Teaching Ideas in Preschool EducationWord文件下载.docx》由会员分享,可在线阅读,更多相关《Practical Application of Montessori Teaching Ideas in Preschool EducationWord文件下载.docx(5页珍藏版)》请在冰豆网上搜索。
学生姓名梁甜
班级131801
教师史晓亮
Acknowledgements
Underthecareofmyparents,
theeducationoftheteachers,
livingandstudyingwithclassmatesandfriendswholoveeachother,I’mabouttocompletemyfour-yearscollegestudy,forthisreason,Iespeciallythankmyparentsforthey’vesupportedmeonmystudythroughofferedmeawelllivingconditionfirstly.Secondly,Iappreciateallmyteachers’instructionontheircoursesandsubjects,atthesametime,theyaccustomedmehowtolearningeffectivebeforeandafterclass.IwouldliketothankMr.Shi,myfinalpaperwritinginstructor,thankhimforprovidingmeguidanceandhelpingmegetoverthewritingbottleneck.Atthismoment,Ialsowanttothankmyclassmateswhoencourageeachotherinthesparetimethatmakemypaperwritingmoreeasythanstudyitaloneallthetime.Thelastbutnotleast,I’dliketoacknowledgemyinstructorMr.Shiagainforsupportingofmywriting.
Abstract
Montessoriisbuiltoncoherentvisionsofhowtoimprovehumansocietybyhelpingchildrenrealizetheirfullpotentialasintelligent,creative,wholepersons.Initsapproach,childrenareviewedasactiveauthorsoftheirowndevelopment,stronglyinfluencedbynatural,dynamic,self-rightingforceswithinthemselves,openingthewaytowardgrowthandlearning.Teachersdependfortheirworkwithchildrenoncarefullyprepared,aestheticallypleasingenvironmentsthatserveasapedagogicaltoolandprovidestrongmessagesaboutthecurriculumandaboutrespectforchildren.Partneringwithparentsishighlyvaluedinallthreeapproaches,andchildrenareevaluatedbymeansotherthantraditionaltestsandgradesBecauseofitsaccuratescientificteachingideasandmethods,combiningwiththechildrenpsychology,Montessorieducationformeditsownuniquepre-schoolteachingsystem.ThispaperdiscussesthepracticalapplicationofMontessoriteachingideasinpreschooleducationthroughtwomainlyaspects----Thecombinationofchildrenpsychology(0~3age)andMontessoriteachingmethods;
thedifferentbetweenMontessoriandWaldorf(twodifferentprogressiveapproachestoearlychildhoodeducation)
KEYWORDS:
Montessori;
Waldorf;
Educationalpsychology;
childdevelopmenttheoryandcurriculum;
Rolesoftheteacher;
approachtolearning
ChapterⅠIntroduction
Thispaperisfirstlyintendedtodefinepreschooleducation,itthenexplorestheMontessoriteachingideas,forattemptingtoarousereaders’thinkingaboutwhymoreandmorepreschooleducationalmethodshasMontessoriandhelpingreaderscomprehendtherelationshipbetweeneducationalpsychologyandchilddevelopmenttheorymoreconcisely.
Europehasbeenarichsourceofmanyinfluentialeducationalideas.Inelementaryandearlychildhoodeducation,threeofthebest-knownapproacheswithEuropeanoriginsareWaldorf,Montessori,andReggioEmilia.MontessorieducationisaneducationalapproachdevelopedbyItalianphysicianandeducatorMariaMontessori.Montessorieducationispracticedinanestimated20,000schoolsworldwide,servingchildrenfrombirthtoeighteenyearsold.Itisaninternationallyacclaimedsystemofchildreneducation.Montessorieducationtheoryhasbeeninexistenceforover100years.Dr.MariaMontessorihadpioneeringforesightintochildren'
sdevelopmentandmanyprinciplesofMontessoriMethodofeducationarebeingprovenwiththetechnologyoftoday.Theimportanceofchildren'
sfirst3yearsfortheirdevelopmentissupportedbynumerousstudies.Montessorieducationischaracterizedbyanemphasisonindependence,freedomwithinlimits,andrespectforachild’snaturalpsychologicaldevelopment,aswellastechnologicaladvancementsinsociety.Theareasofdevelopmentwhichpreschooleducationcoversvariesfromcountrytocountry,thereare16areaswhichrepresentedthemajoritydevelopmentalareas:
Personal,social,economical,andemotionaldevelopment;
Communication,includingsignlanguage,talkingandlistening;
Knowledgeandunderstandingoftheworld;
Creativeandaestheticdevelopment;
Educationalsoftware;
Mathematicalawarenessanddevelopment;
Physicaldevelopment;
Physicalhealth;
Playing;
Teamwork;
Self-helpskills;
Socialskills;
Scientificthinking;
Creativearts;
Literacy;
Speakingabilityisstartedtoo.Allowingpreschoolagedchildrentodiscoverandexplorefreelywithineachoftheseareasofdevelopmentisthefoundationfor
developmentallearning.Althougharangeofpracticesexistsunderthename"
Montessori"
theAssociationMontessoriInternational(AMI)andtheAmericanMontessoriSociety(AMS)citetheseelementsasessential,butitisacceptedalmostintheworldwide.
MyattentionwasdirectedtothechildrenwhoacceptedMontessorieducationforexploringwhetherthereweremoreintelligenthavebeendevelopedthanthosechildrenunderthetraditionalChineseeducationalmethods.Children,thesubjectineducation,forthisreason,toanalysesthedifferentamongthemisthewaytoshowthevaluablesignificantofthepracticalapplicationofMontessoriteachingideasinpreschooleducation.
ChapterⅡLiteratureReview
2.1Previousresearch
Montessorieducationhasworkedallovertheworld,withallkindsofchildren(wealthy,poor,gifted,normal,learningdisabled,blind,etc.)andenvironments(fromrefugeecampsandslums,toelegantschoolsinbeautifulprivatehomes).ItisnottherichnessoftheenvironmentthatdeterminesthesuccessoftheMontessoriMethod,butthepreparationoftheteacher.
Dr.Montessorilearnedearlyinherworkthattheeducationofteacherswhoareabletokindleflamesratherthanjustfillvesselsisnotsoeasy.TheMontessoriMethodisphilosophicallyandpracticallydifferentfromothereducationalmethods,andalsoverydifferentfromthepersonaleducationalexperienceofmostadultswhobecomeMontessoriteachers.Thewords"
directress"
or"
guide"
issometimesusedratherthan"
teacher"
becauseofthedifferentroleoftheadultinrelatingtothechild-directinghimtofindthebestwaytolearnfromtheenvironmentratherthanfromtheadult.
2.2latestresearches
Whenthechildrenhadcompletedanabsorbingbitofwork,theyappearedrestedanddeeplypleased.Italmostseemedasifaroadhadopenedupwithintheirsoulsthatledtoalltheirlatentpowers,revealingthebetterpartofthemselves.Theyexhibitedagreataffabilitytoeveryone,putthemselvesouttohelpothersandseemedfullofgoodwill.
TodaythereareresearchprojectsofallkindsbeingcarriedoutontheresultsofaMontessorieducation.Aschildrenprogressthroughtrue(asopposedtothoseschoolswhousethename,buthavenocertifiedMontessoriteachers)Montessoripreschools(3-6),elementary(k-6),middle,andhighschools,theybecomeprogressivelymoreindependentandresponsibleinactionandthought.Theycarryoutoriginalresearchofallkindsandquicklyoutgrowateacher'
sexpertiseinmanyareas.Theymoveoutintosocietyandbecomethoughtfulandresponsiblecitizensmuchearlierthanwepreviouslythoughtpossible,arrangingfieldtrips,socialandecologicalprojectsandmovements,andapprenticeships.Theydevelopsuchexcellentstudyhabitsthattheyfarsurpassthelevelofthecurriculumoftraditionalschools.
2.3Conclusion
BasedontheaboveelaborationofthepracticalapplicationofMontessoriteachingideas,possibleconclusionwillbeontheadvantageofMontessoriMethodsinpreschooleducation.SuggestionsonmyresearchabouthowcanweusingtheMontessoriteachingideasinourhomeeducationwillbemadealso.
ChapterⅢMethodology
3.1Interview
ChildrenandteachersarethesubjectandobjectineducationsothatIneedtoknowchildrenindifferenteducationmodehavewhatdifferentreactions,andtoknowteachersindifferenteducationalteachingideashavedonewhatdifferentpreparationforsamecourse.Throughthisinterviewpart,toknowwhichcoursethemostfavoriteoneisandwhatkindofteachingmethodismoreacceptable,forcollectingmoreeffectivedetailsreallytoknowhowMontessoriMethodsputintouseinpreschooleducation.
3.2Observations
Attendingoneclassforobservingwithrecordingdetails,especiallyaboutteachersteachingmethods,forexample,theirlead-inwordsorgames,howtheirarrangetheirclassprogress,etc.
3.3Questionnaire
FromtheperspectiveofparentstotesttheefficacyofMontessorieducationisonewayIchoicetopreparemypaper.Parentsarethethird-partofchildreneducation,thispaperintendedtomaketheyknowtheessenceofMontessorieducationfirstly,andthen,aftertheyfinishthequestions(4-6),herecomesaquiteansweraboutwhetherchildrenunderMontessoriteachingideaspreschoolhaveadvantagesthanwhoundertraditionalpreschooleducation.Thequestionsasfollows:
1.YouknownMontessorieducationbywhatmeans?
2.IsfellowthetrendyourprimarycausetochoicethepreschoolwithMontessoriMethods?
3.DoyouknowwhatMontessoriis?
4.DoyouknowhowtheclassesinMontessoripreschoolareprogressing?
5.Doyoucompareyourchildwithothers?
(Whoattendthetraditionaleducationalpreschool),ifyou’vedoneit,what’syouconclusion?
6.DoyouthinkMontessoricanbringinyourhometeaching?
Why?
ChapterIVOutline
4.1Introduction
4.2.TworolesintheMontessorieducationalpreschool.
4.2.1Childdevelopmenttheory.
4.2.1.1Thespecialpsychologyofpreprimarychildren(aged0~3).
4.2.2ComparingthetraditionalpreschoolteachingoutlinewiththeMontessoriMethods.
4.2.2.1Differentrequirementforteachers