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

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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