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
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