加载中…儿童发展心理学之蒙台梭利的教育理论
(2017-01-10 15:18:33) | 分类： 教育笔记学习 |
Maria Montessori（Italy）
教育理念
儿童之家的教育理念：
（一）儿童独立性的尊重：只有独立的人才能享有自由。儿童的好动性是他的特色，大人不要横加干涉或禁止，师长千万别“指挥”或“命令”孩子，要让他自己指挥自己，自己听从自己的命令。尊重儿童的独立性，儿童就能自然的活动他的筋骨，健康的身体随之而至。
（二）肃静与活动：尊重儿童的独立性，并非让他为所欲为，且不可让孩子以为安静、顺从、听话、被动就是好事；而活动或工作就是坏事。蒙台梭利的教学法强调儿童主动探索，并着力于设计启发性的教学情境和教具，让儿童借由具体操作来学习，不只是听讲。
（三）精神胜于方法：蒙氏希望老师不要“主动”的想去“教”孩子，应该做个“旁观者”来注视孩子的一切行为。唯一必须人为的就是设计或制作许多教具，甚至鼓励孩子尽情的游玩及操弄，就是对儿童最大的尊重。因为蒙台梭利方法的真正老师，就是儿童本身。
（四）个人自由先于社会纪律：自由第一，秩序只是其次。传统教育强调“群性”，而蒙氏注重“个性”。蒙台梭利在1932年向英国的蒙台梭利学会发表的文章当中强烈痛责孩童受束于大人，比奴隶及工人都不如。蒙氏毕生心血强调：“解放儿童，是教育工作者的使命；因此，儿童个人自由，应列为优先考虑。”
（五）童年期的秩序感：蒙台梭利发现儿童的行为特征之一，就是秩序感。一般人都认为孩子的房间或游乐场一定乱七八糟，把玩具或纸屑丢的满地都是，大人也因此相当头疼，并认为这是孩子的严重教育问题，想办法要及早培养孩子整齐清洁的习惯。然而蒙氏相信，小孩之所以无法将屋内安排得井然有序，始作俑者是大人。儿童本有顺乎自然的秩序感，只是大人以“权力”予以弄坏而已。
Educational
philosophy and pedagogy
Main article:
Montessori education
Early
influences
Montessori's
theory and philosophy of education were initially heavily
influenced by the work of Jean Marc Gaspard Itard, Édouard Séguin,
Friedrich Fröbel, and Johann Heinrich Pestalozzi, all of whom
emphasized sensory exploration and manipulatives. Montessori's
first work with mentally disabled children, at the Orthophrenic
School in 1900-1901, used the methods of Itard and Seguin, training
children in physical activities such as walking and the use of a
spoon, training their senses by exposure to sights, smells, and
tactile experiences, and introducing letters in tactile form. These
activities developed into the Montessori "Sensorial"
materials.
Scientific
pedagogy
Montessori
considered her work in the Orthophrenic School and her subsequent
psychological studies and research work in elementary schools as
"scientific pedagogy", a concept current in the study of education
at the time. She called for not just observation and measurement of
students, but for the development of new methods which would
transform them. "Scientific education, therefore, was that which,
while based on science, modified and improved the individual."
Further, education itself should be transformed by science: "The
new methods if they were run on scientific lines, ought to change
completely both the school and its methods, ought to give rise to a
new form of education."
Casa dei
Bambini
Working with
non-disabled children in the Casa dei Bambini in 1907, Montessori
began to develop her own pedagogy. The essential elements of her
educational theory emerged from this work, described in The
Montessori Method in 1912 and in The Discovery of the Child in
1948. Her method was founded on the observation of children at
liberty to act freely in an environment prepared to meet their
needs.[96] Montessori came to the conclusion that the children's
spontaneous activity in this environment revealed an internal
program of development, and that the appropriate role of the
educator was to remove obstacles to this natural development and
provide opportunities for it to proceed and flourish.
Accordingly, the
schoolroom was equipped with child-sized furnishings, "practical
life" activities such as sweeping and washing tables, and teaching
material that Montessori had developed herself. Children were given
freedom to choose and carry out their own activities, at their own
paces and following their own inclinations. In these conditions,
Montessori made a number of observations which became the
foundation of her work. First, she observed great concentration in
the children and spontaneous repetition of chosen activities. She
also observed a strong tendency in the children to order their own
environment, straightening tables and shelves and ordering
materials. As children chose some activities over others,
Montessori refined the materials she offered to them. Over time,
the children began to exhibit what she called "spontaneous
discipline".
Further
development and Montessori education today
Montessori
continued to develop her pedagogy and her model of human
development as she expanded her work and extended it to older
children. She saw human behavior as guided by universal, innate
characteristics in human psychology which her son and collaborator
Mario Montessori identified as "human tendencies" in 1957. In
addition, she observed four distinct periods, or "planes", in human
development, extending from birth to six years, from six to twelve,
from twelve to eighteen, and from eighteen to twenty-four. She saw
different characteristics, learning modes, and developmental
imperatives active in each of these planes, and called for
educational approaches specific to each period. Over the course of
her lifetime, Montessori developed pedagogical methods and
materials for the first two planes, from birth to age twelve, and
wrote and lectured about the third and fourth planes. Maria created
over 4,000 Montessori classrooms across the world and her books
were translated in many different languages for the training of new
educators. Her methods are installed in hundreds of public and
private schools across the United States.
Montessori
method
One of
Montessori's many accomplishments was the Montessori method. This
is a method of education for young children that stresses the
development of a child's own initiative and natural abilities,
especially through practical play. This method allowed
children to develop at their own pace and provided educators with a
new understanding of child development. Montessori's book, The
Montessori Method, presents the method in detail. Educators who
followed this model set up special environments to meet the needs
of students in three developmentally-meaningful age groups: 2–2.5
years, 2.5–6 years, and 6–12 years. The students learn through
activities that involve exploration, manipulations, order,
repetition, abstraction, and communication. Teachers encourage
children in the first two age groups to use their senses to explore
and manipulate materials in their immediate environment. Children
in the last age group deal with abstract concepts based on their
newly developed powers of reasoning, imagination, and
creativity.
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