Practical Application of Montessori Teaching Ideas in Preschool EducationWord文件下载.docx

1、学生姓名 梁 甜班 级 131801教 师 史晓亮 AcknowledgementsUnder the care of my parents,the education of the teachers,living and studying with classmates and friends who love each other, Im about to complete my four-years college study, for this reason, I especially thank my parents for theyve supported me on my stu

2、dy through offered me a well living condition firstly. Secondly, I appreciate all my teachers instruction on their courses and subjects, at the same time, they accustomed me how to learning effective before and after class. I would like to thank Mr.Shi, my final paper writing instructor, thank him f

3、or providing me guidance and helping me get over the writing bottleneck. At this moment, I also want to thank my classmates who encourage each other in the spare time that make my paper writing more easy than study it alone all the time. The last but not least, Id like to acknowledge my instructor M

4、r.Shi again for supporting of my writing.AbstractMontessori is built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In its approach, children are viewed as active authors of their own development, strongly

5、 influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curricul

6、um and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades Because of its accurate scientific teaching ideas and methods, combining with the children psychology, Montessori education

7、 formed its own unique pre-school teaching system. This paper discusses the practical application of Montessori teaching ideas in preschool education through two mainly aspects-The combination of children psychology （03 age） and Montessori teaching methods; the different between Montessori and Waldo

8、rf （two different progressive approaches to early childhood education）KEY WORDS: Montessori; Waldorf; Educational psychology; child development theory and curriculum; Roles of the teacher; approach to learningChapter IntroductionThis paper is firstly intended to define preschool education, it then e

9、xplores the Montessori teaching ideas, for attempting to arouse readers thinking about why more and more preschool educational methods has Montessori and helping readers comprehend the relationship between educational psychology and child development theory more concisely.Europe has been a rich sour

10、ce of many influential educational ideas. In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia. Montessori education is an educational approach developed by Italian physician and educator Maria Montessori. Mo

11、ntessori education is practiced in an estimated 20,000 schools worldwide, serving children from birth to eighteen years old. It is an internationally acclaimed system of children education. Montessori education theory has been in existence for over 100 years. Dr. Maria Montessori had pioneering fore

12、sight into childrens development and many principles of Montessori Method of education are being proven with the technology of today. The importance of childrens first 3 years for their development is supported by numerous studies. Montessori education is characterized by an emphasis on independence

13、, freedom within limits, and respect for a childs natural psychological development, as well as technological advancements in society. The areas of development which preschool education covers varies from country to country, there are 16 areas which represented the majority developmental areas: Pers

14、onal, social, economical, and emotional development; Communication, including sign language, talking and listening; Knowledge and understanding of the world; Creative and aesthetic development; Educational software; Mathematical awareness and development; Physical development; Physical health; Playi

15、ng; Teamwork; Self-help skills; Social skills; Scientific thinking; Creative arts; Literacy; Speaking ability is started too. Allowing preschool aged children to discover and explore freely within each of these areas of development is the foundation fordevelopmental learning.Although a range of prac

16、tices exists under the name Montessori, the Association Montessori International （AMI） and the American Montessori Society （AMS） cite these elements as essential, but it is accepted almost in the world wide.My attention was directed to the children who accepted Montessori education for exploring whe

17、ther there were more intelligent have been developed than those children under the traditional Chinese educational methods. Children, the subject in education, for this reason, to analyses the different among them is the way to show the valuable significant of the practical application of Montessori

18、 teaching ideas in preschool education. ChapterLiterature Review 2.1 Previous research Montessori education has worked all over the world, with all kinds of children （wealthy, poor, gifted, normal, learning disabled, blind, etc.） and environments （from refugee camps and slums, to elegant schools in

19、beautiful private homes）. It is not the richness of the environment that determines the success of the Montessori Method, but the preparation of the teacher. Dr. Montessori learned early in her work that the education of teachers who are able to kindle flames rather than just fill vessels is not so

20、easy. The Montessori Method is philosophically and practically different from other educational methods, and also very different from the personal educational experience of most adults who become Montessori teachers. The words directress or guide is sometimes used rather than teacher because of the

21、different role of the adult in relating to the child - directing him to find the best way to learn from the environment rather than from the adult. 2.2 latest researchesWhen the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road ha

22、d opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will. Today there are research projects of all kinds being carried out on the results

23、of a Montessori education. As children progress through true （as opposed to those schools who use the name, but have no certified Montessori teachers） Montessori preschools （3-6）, elementary （k-6）, middle, and high schools, they become progressively more independent and responsible in action and tho

24、ught. They carry out original research of all kinds and quickly outgrow a teachers expertise in many areas. They move out into society and become thoughtful and responsible citizens much earlier than we previously thought possible, arranging field trips, social and ecological projects and movements,

25、 and apprenticeships. They develop such excellent study habits that they far surpass the level of the curriculum of traditional schools. 2.3 ConclusionBased on the above elaboration of the practical application of Montessori teaching ideas, possible conclusion will be on the advantage of Montessori

26、Methods in preschool education. Suggestions on my research about how can we using the Montessori teaching ideas in our home education will be made also. Chapter Methodology3.1 InterviewChildren and teachers are the subject and object in education so that I need to know children in different educatio

27、n mode have what different reactions, and to know teachers in different educational teaching ideas have done what different preparation for same course. Through this interview part, to know which course the most favorite one is and what kind of teaching method is more acceptable, for collecting more

28、 effective details really to know how Montessori Methods put into use in preschool education. 3.2 ObservationsAttending one class for observing with recording details, especially about teachers teaching methods, for example, their lead-in words or games, how their arrange their class progress, etc.3

29、.3 QuestionnaireFrom the perspective of parents to test the efficacy of Montessori education is one way I choice to prepare my paper. Parents are the third-part of children education, this paper intended to make they know the essence of Montessori education firstly, and then, after they finish the q

30、uestions（4-6）, here comes a quite answer about whether children under Montessori teaching ideas preschool have advantages than who under traditional preschool education. The questions as follows:1. You known Montessori education by what means?2. Is fellow the trend your primary cause to choice the p

31、reschool with Montessori Methods?3. Do you know what Montessori is?4. Do you know how the classes in Montessori preschool are progressing?5. Do you compare your child with others? （Who attend the traditional educational preschool）, if youve done it, whats you conclusion?6. Do you think Montessori ca

32、n bring in your home teaching? Why?Chapter IV Outline4.1 Introduction4.2. Two roles in the Montessori educational preschool. 4.2.1 Child development theory. 4.2.1.1 The special psychology of preprimary children （aged 03）. 4.2.2 Comparing the traditional preschool teaching outline with the Montessori Methods. 4.2.2.1 Different requirement for teachers