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Montessori Education model on the positive impact of preschool education reform in today's world
20th century preschool education took a lot of notes. ori.1870"1952) The name. The "Children's House" she founded has become a "holy place" for early childhood education workers to worship. The "Montessori Education Law" she created has aroused people's great enthusiasm for early childhood education. The 20th century is considered the "century of children", and she is known as the "representative of the century of children".
Now, Montessori is not just an important figure in the history of early childhood education. Her educational theory and practice are closely related to modern preschool education. At present, Montessori schools are located in many countries and regions in the world, and Montessori schools are still emerging all over the world like mushrooms after a rain. The International Montessori Association (AMI) has become increasingly widespread in the world, and the United States, Japan and other countries have also established their own Montessori research groups. In the tide of world preschool education reform, Montessori education method has become an important preschool education model in many countries or has penetrated into various other models... Shirley, a famous American early childhood educator. Moore and Sally Kilmer clearly state in the book "Contemporary Preschool Education - A Preschool Education Plan": "Contemporary articles discussing preschool education cannot be considered complete without talking about the Montessori system. ”
Kattin McNichols pointed out on a large number of experimental studies: “There is no doubt that the Montessori model is like a magnet with superior performance. It absorbs many children into it with its own educational methods and excellent results in the children’s achievement test. "Atsuko Sara believes that the spread of Montessori education in Japan has injected "driven impetus" into Japan's early childhood education reform in 1989. She said: "The new Basic Law on Early Childhood Education announced by Japan in 1989 is the direction we expect, and its meritorious person is the 'Japanese Montessori Society'... The Montessori Society brought to the Montessori Society of Japan (JAM) has become the driving force for education. ”
In a nutshell, the Montessori education model occupies a very important position in today's preschool education system and has had an important positive impact on the development and reform of preschool education in countries around the world today.
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Drawing from the Montessori education model and the Montessori education model to the sinicization of
With the deepening of reform and opening up in my country, the important position of the Montessori education model in today's preschool education system and its positive impact on the development and reform of preschool education in various countries around the world, more and more people have begun to pay attention to the issue of how to enter the Montessori education model into China. According to the theoretical and practical research over the past few years, the author believes that there are two ideas for studying the problem of the Montessori education model entering China: First, how to learn from the advantages of the Montessori education model; second, how to make Montessori education model? Second, how to make Montessori education model The Tessori education model is sinicized. Among the two ideas, the former mainly solves the problem of self-centeredness and use it for me, while the latter mainly solves the problem of self-centeredness and combining it for me. The two ideas fully consider the actual possibility of the Montessori education model entering China.
Idea 1 emphasizes the use of the advantages of Montessori education model for me. It can be said that it is the starting point and end point for us to introduce the Montessori education model to China at this stage. From the actual situation of my country's preschool education reform, 80 Since the age of the past, early childhood education workers have studied and practiced a variety of preschool education models, hoping to find or thus establish a model suitable for preschool education in China. More than ten years have passed, and with the emergence of the results of a variety of theoretical and experimental research, most people have reached a consensus on how to choose and establish a preschool education model, that is, there is no best preschool education model suitable for all children and all learning fields. We should fully learn and learn from the advantages and advantages of some excellent foreign education models, and make the best choice that suits us based on China's reality.
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Because the early education model commonly used in my country in the past was an educational model that focused on directly imparting knowledge, it emphasizes the main role of children in education and emphasizes that children can develop in activities, and today, when we are fully responsible for learning from Montessori's view on providing children with a "prepared environment" and allowing children to develop through interaction with a "prepared environment" in the "prepared environment"; it is also fully necessary for us to learn from the specific "prepared environment" provided by Montessori for children - various facilities suitable for children, teachers as tutors and carefully designed activity materials (Montessori has specific requirements for this), so that our children can also develop in a "prepared environment". At the same time, learning and drawing on the Montessori model is relatively easy for early childhood education workers who are facing the transformation of ideas and behavioral difficulties. Montessori is not only an educational theorist, but also an educational practitioner, or in other words, she is mainly an educational practitioner.
As a "children's home", everything has specific requirements, such as she has specific requirements for the equipment in the classroom, and specific requirements for the role of teachers and daily work. It has a unique design for children's activity materials. In this sense, Montessori's educational ideas are closer to early childhood education managers and teachers who are on the forefront of early childhood education. Therefore, Montessori's theory and practice are easier for them to understand and accept - this is different from some of the early childhood education ideas and theories we have studied before, such as the ideas of Piaget . Piaget's theory is more at the conceptual level, while Montessori has both theory and practice, and is at the level of combining concepts and behaviors.
Idea 2 emphasizes that when introducing the Montessori education model into China, some adjustments should be made in combination with China's actual situation. Of course, this is a non-essential adjustment that keeps the basic framework of the Montessori education model unchanged. First of all, it should be clear that the Montessori education model can enter China. Under the new situation of reform and opening up, the Montessori education model, which occupies an important position in the world's preschool education system, should occupy a certain position in a large country with a population of 1.2 billion, like our country. The Montessori education model has a considerable influence in Western countries. With its unquestionable advantages in many aspects, it has taken all children from families above the middle class to "maintained".
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Montessori education model has also received widespread attention in developed countries and regions in the East. In Japan, where the economy is highly developed, the Montessori education model has been widely popular since the 1960s, and further than the United States, Japan has widely absorbed the essence of Montessori education law in the education reform since the 1980s, and integrated many important educational ideas of Montessori into the new early childhood education outline promulgated by the country in 1989. Many people in Japan believe that the early childhood education in Japan in the 1990s had the shadow of the Montessori education model in many aspects; in Taiwan, which is the same family and ancestor as us, Montessori education has also been After nearly 20 years of history, there have been a large number of specially trained Montessori school teachers in Taiwan, and the Montessori Association has emerged to coordinate and communicate with various Montessori schools... The fact that the Montessori model is spread in various countries and regions around the world tells us that we should not "reject" Montessori, we should let the Montessori education model occupy its due position in economically developed regions and large and medium-sized cities in our country - of course, we should start with experiments on a small scale.
Secondly, it should be clear that the Montessori education model needs to enter China with the "Sinicized" Montessori education model needs to enter China with the "Sinicized" Montessori education model needs to be "Sinicized" in combination with China's economic and cultural characteristics.
Montessori education model is a creation by Italians. Countries that introduced the Montessori education model have localized the processing according to their own country's situation.The Montessori movement in the United States experienced a process of prosperity-decline. One of the main reasons for the "decline" is that it blindly and without digestion during the "decline" period and has not been seriously localized. After the revival of Montessori education in the United States in the 1960s and 1970s, the Montessori education model was combined with the actual situation in the United States in many aspects. For example, Americans designed cultural and scientific education programs and teaching aids with a modern cultural atmosphere and a combination of modern scientific principles and knowledge based on the framework of Montessori cultural and scientific education; for example, Americans also enriched, quickly and improved some relatively stable and distinctive Montessori educational content. It can be said that the problem of localization is a problem that we must face and is also a problem that we must solve.
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Basic issues in the sinicization of Montessori education model
Now, Montessori kindergartens and Montessori classrooms have appeared in my country, and the number of Montessori kindergartens and Montessori classrooms will increase in recent years. At the same time, due to the spread of Montessori education ideas in our country, more and more people are paying attention to the issue of the Montessori education model entering our country. The entry of the Montessori education model into China will appear from the two aspects of the Chinese people learning from some of the advantages of the Montessori education model and the basic framework for introducing the Montessori education model. It is relatively easy to operate by drawing on some of the advantages of the Montessori education model, because this only involves a certain view of Montessori and the issue of using certain teaching aids of Montessori. There are some deep-seated issues that need to be discussed in introducing the basic framework of the Montessori education model and making it sinicized and operated.
first, purpose issue. First of all, we must realize that the purpose of the Montessori education we are going to do today is to enable the Montessori kindergartens that have appeared and are about to appear in China to adapt to the "regional characteristics" and "climatic conditions" of this land in China, and to ensure that Chinese children educated under the Montessori model can benefit as much as children in other countries. More importantly, the Montessori Education Law can play an active role in the reform of early childhood education in our country.
We believe that our early childhood education reform today should adopt the advantages of hundreds of schools, what to absorb and how to absorb. It is not enough to conduct theoretical analysis of foreign education models alone, because if there are some carelessness or mistakes in theoretical analysis of the complex factors that affect education, it may lead to deviations in specific absorption. Only by conducting sufficient theoretical analysis of foreign education models, transplanting them to our country as much as possible and localizing them, comparing them with some existing education models in our country, and putting the educational models to be referenced as much as possible under the same conditions as the existing education models in our country, so that we can scientifically compare and analyze the two models, so that we can make it reasonable and well-founded in the specific reference.
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Second, educational content issues. Montessori's educational content is systematic, and can be divided into two categories according to whether the use of specialized teaching aids is mainly based on the use of specialized teaching aids: the first category is mainly based on the use of specialized teaching aids, including daily life exercises, sensory education, mathematics education, language education and cultural science education; the second category is content that does not use of teaching aids in combination, including action education, moral education, art education, etc.
In terms of language education and cultural science education in the first category of education content, designing a language education system and corresponding teaching aids that conform to the characteristics of Chinese language and characters and the characteristics of children's language development, and designing a cultural science education system and corresponding teaching aids that adapt to the characteristics of Chinese cultural traditions and current scientific and technological development should be an important task for us to sinicize Montessori education content; in terms of moral education and art education in the second category of education content, especially moral education, eliminating the religious components in Montessori and moral education and things that are not suitable for our country due to social and historical limitations, and designing a moral education content that adapts to the characteristics of China's socialist morality and the characteristics of the times should be another important task for us to sinicize Montessori education content.
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Third, class organizational form issues. In the Montessori education model, the class organization should be a "vertical" mixed-age class. Mixed-age class assignment can also be said to be an important feature of the Montessori education model. Theoretically speaking, mixed-age class that is suitable for Montessori education model should also be applicable to my country. Moreover, in my country, the current implementation of the one-child policy, and the children generally lack siblings, mixed-age class should play a unique role in promoting the social development of young children. However, in society, people generally agree with and accept classes of the same age, and in people's minds, there is no clear concept of mixed-age class assignments, the class organization form in the Montessori education model may face challenges when entering China.
challenges. Teachers are no longer facing children of relatively uniform class level in the same age, but children with great differences in different age characteristics and development needs. This puts forward high requirements for teachers. She can no longer teach and manage children with moderate class level like before. She needs to understand the development of each child. The second challenge is that it is difficult for young children to quickly recognize the new form of mixed-age class, which is different from the traditional class in my country over the years. Parents of older children may worry that their children will suffer from development often with younger children; while parents of younger children may worry that their children will often be with older children and will suffer from dating.
These challenges faced by Montessori class organizational form require us to fully consider the issue of class organizational form when the Montessori education model is sinicized. We can consider using the following three possible classes for experiments, namely, three class organization forms: fully mixed-age class, partial mixed-age class and same-age class, and scientifically selecting a suitable class organization form through experimental research; we can also consider gradually transitioning from partial-time mixed-age class to full-age class.
The problem of the Montessori education model entering China is a problem of combining theory and practice. Only when theoretical workers and practical workers join hands can we solve this problem well, so as to do our best to push our early childhood education reform in depth.
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About Childhood Children's Language
Childhood Children's Language, practitioners of high-quality childcare services, trainers of professional international teachers, and advocates of scientific family raising!
Children's Heart Childhood Language is a childcare center created by many infant and young teachers at home and abroad. It is committed to creating a professional environment suitable for development for infants and young children and supporting the healthy growth of their physical and mental health. Provide regular lectures for parents and disseminate scientific parenting concepts and methods. At the same time, this is also a teaching demonstration and teacher internship base, with the purpose of providing high-quality educational and teaching demonstration and teacher training to more community daycare. We have devoted ourselves to creating a multi-level and mature teacher training system, and we have particularly emphasized the practical work ability of teachers. Childhood Children's Language Since its establishment in September 2016, there are 4 physical kindergartens in Beijing, covering community childcare, corporate childcare, commercial physical childcare, and kindergarten childcare integrated models.
Children's Heart and Childhood Language Demonstration Day Care is a Montessori demonstration day care created by infant and young teachers. It is a demonstration day care of the AMS Montessori Association Teacher Certification Training Center and an AMS member school. The childlike child language demonstration day care adopts Montessori teaching, which is children-centered, respects children's nature and primitive power, and the environment is clean, safe, friendly and tolerant. No matter which class type, it has a sense of beauty, design and order. In the environment prepared by teachers, children choose their work independently, explore freely, and learn spontaneously.
Children's Childhood Language The goal of cultivating children is to cultivate the inside and the outside, and to cultivate the inside: cultivate children to become the best self, not only have a good cognitive level, but also have valuable non-intellectual qualities such as optimism, independence, self-confidence, studious, perseverance and problem-solving ability; exercising: cultivate children to become beneficial members of society, learn politeness, empathy, cooperation and behavioral norms, so that children can happily integrate into society, and become a positive social person.
