范松青,吴驾翔,公司年会策划方案
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Practice
Piaget's theory is more on the conceptual level, and the concept is obscure, while Montessori has both theory and practice, which is at the combination of concept and behavior. Our aim is to localize. That is to combine the theory of Montessori education with the actual practice and make some adjustments to make it Chinese. It need to learn from the American experience. The Montessori education model has experienced a boom and bust in the United States, which is because it blindly copied and idolized, and did not localize it in the first place. After the Renaissance in the United States in the 1960s and 1970s, the Montessori education model was combined in many ways with the actual situation in the United States. The American people, for example, are guided by the idea of the Montessori language education, which is based on the language teaching AIDS of Montessori, and has designed a whole set of language education programs and teaching AIDS. Based on the framework of education of Montessori culture science, the American people have designed the program and teaching tools of education, which is rich in modern culture and integrated modern science and knowledge. Americans have also adjusted, enriched and perfected some of the relatively stable and characteristic Montessori education. Therefore, the localization of Montessori education mode is also a key problem in our study (Wood, 1998, P17). It explore the main purpose of the sinicization of Montessori education mode not only is to ensure that the education of children in China can also like the rest of the children's benefit, but also to make Montessori education model can play a positive role in the Chinese preschool education reform. To achieve the above purpose It think that should be paid attention to: (1) on the Montessori education mode and other education mode on the basis of theoretical analysis, compare the actual situation in our country, can be justified, achieve our ultimate goal. (2) according to the actual situation of this kindergarten, It should set up the Montessori teaching class, and It can take small steps to expand it gradually. (3) continuous research, analysis and summary should be conducted.
Some kindergartens, because they did not fully understand the education theory and content system of Montessori, appeared the disjointed phenomenon of BBB b1 and education in the five areas in the morning. According to our research, It give priority to with integrated activities, the five major areas and Montessori's six specific operation method is to use the combination of the Montessori teaching AIDS to line into sensory education, mathematics education, language education, in addition to design some proper teaching AIDS in the children's language development in our country and adapt to China's national conditions of China's cultural science and current knowledge of science and technology. It is important to point out that the moral aspects of education must be removed from those religious elements and things that are not suitable for our country due to historical limitations. It is another important task for me to design the Chinese society of Montessori education. Class organization form problem. In the Montessori education model, class organizations should be in a "vertical" mixed-age class. The mixed-age group can also be regarded as an important feature of the Montessori education model. In theory, be applicable to the Montessori education mode of mixed age classes, also should be suitable for our country, and implementing the one-child policy in China, children under the condition of the general lack of brothers and sisters, mixed age classes to promote into the children's social development is more able to play a unique role. Montessori has argued that the mother of six children is much more comfortable than the mother of twins, because the child does not ask for the same thing at the same time (Robson, 2012, P19). The same is true for the same class. In society generally recognized by the people and subject to the class of the same age, in people's mind of mixed age classes also no clear concept of today, Montessori education mode in the form of class organization, will also face many challenges when entering China. In our study, It found that parents are often skeptical, and some parents worry that their children will suffer when they get older, while young parents worry about their children being bullied. In addition, mixed-age classes are very demanding for teachers. Teachers must be able to have quite keen observation, in the face of water is no longer in the same class Flat relatively healthy children, but have different age characteristics and differences of different development needs a lot of children, it's relatively high requirements are put forward for teachers, she can no longer like before facing the level of children in the class to teaching and management, and she need to know every child's personality characteristics and level of development. In the experiment, It tried to adopt the first stage of the same age group, the second stage of mixed age, and the third stage completely mixed age. At the same time, It still retain the traditional class. In this way, not only the ability of different teachers, but also meet the needs of different parents. At the same time, the Montessori class to open part of the Montessori class time, make full use of resources, let each set of Montessori teaching AIDS to play their role, to avoid the "early childhood education diseases of the Italthy.
Conclusion
In summary, China should not refuse the Montessori and Froebel education mode, should let the education mode in the economic developed area, large and medium-sized cities, in the process of implementation, should be in small area. Just like It do, first in one class, then gradually make the whole garden benefit.
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