农村幼儿园蒙台梭利教育本土化的实践探索

发布时间：2018-09-07 15:38

【摘要】：意大利教育家玛丽亚·蒙台梭利于1907年在罗马贫民区创办第一所儿童之家,在不断观察和研究儿童后,制定了适合幼儿发展、成体系的蒙台梭利教育法。中国自引进蒙氏教育以来在城市迅猛发展,不少农村地区幼儿园渐渐开始尝试这种新型的教育模式。然而我国农村幼儿教育由于其特殊的地域性及经济条件等因素的限制,在整个教育体系中一直处于弱势,影响着我国基础教育的质量和稳定发展。中国自引入蒙台梭利教育以来,确实取得了一定成效,但如何把不同文化、特殊时代背景下的蒙氏教育与我国农村幼儿园实际进行有效的融合是我们必须思考的问题。本研究基于农村幼儿园试行蒙台梭利教育本土化的实践现状,在研究过程中运用文献法、观察法、访谈法和实物分析法对四川省南充市阙家镇K幼儿园进行调研,进而分析影响其本土化的因素,同时为进一步推进蒙氏教育本土化进程提出建议。研究发现,该园教师经历过为期较短的蒙氏师资培训,对蒙氏教育观念和方法等基本符合蒙氏教师,但存在不少问题,如教师流动性大,蒙氏师资缺乏、农村本土化资源未得到充分利用、幼儿缺乏有准备的教育环境、蒙氏教育理念与内容脱节及家长教育观念落后等。也找出这些问题的影响因素,并提出以下建议:正视园所的优劣条件,合理利用当地有效资源创设有教育性和特色性的蒙氏教育环境;利用农村丰富资源,开发特色的蒙氏教学内容;注重蒙氏教具的创新化和生活化;提升园长领导力;加强师资培训,提高教师专业素养;通过开展家庭教育,纠正家长错误教育理念等。
[Abstract]:Italian educator Maria Montessori founded the first children's home in the Roman slum in 1907. After observing and studying children, she formulated a systematic Montessori education method suitable for early childhood development. Since the introduction of Montessori education in China, it has developed rapidly in cities, and many kindergartens in rural areas have begun to try this new mode of education. However, because of its special regional and economic conditions, the rural early childhood education in our country has been in a weak position in the whole education system, which affects the quality and stable development of the basic education in our country. Since the introduction of Montessori education in China, some achievements have been made, but how to integrate the Montessori education in different cultures and special times with the actual situation of rural kindergartens in China is a problem we must consider. This study is based on the practice of testing Montessori education localization in rural kindergartens. In the course of the research, the author investigates K Kindergarten in Qiujia Town, Nanchong City, Sichuan Province by using literature method, observation method, interview method and physical analysis method. Then it analyzes the factors affecting its localization, and puts forward some suggestions for further promoting the process of Monster's education localization. The study found that the teachers of the garden had experienced a short period of training of Mongol teachers, and the concept and methods of Mongol's education were basically in line with Mongol teachers, but there were many problems, such as the mobility of teachers and the shortage of Mongol teachers. The rural localization resources are not fully utilized, the young children lack the prepared education environment, the Mongolian education idea is out of touch with the content, and the parents' education idea is backward, and so on. Also find out the influencing factors of these problems, and put forward the following suggestions: facing the advantages and disadvantages of the garden, making rational use of the effective local resources to create an educational and characteristic educational environment, and making use of the rich resources in the rural areas. Develop the characteristic Montessori teaching content; pay attention to the innovation and life of Montessori teaching aids; promote the leadership of the garden director; strengthen teacher training and improve teachers' professional quality; through the development of family education, correct the wrong educational concept of parents and so on.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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