1. What is Montessori teaching?

Montessori teaching method was created by Italian educator Dr. maria montessori with his own life experience. The essence of its teaching method lies in cultivating children's conscious and active learning and exploration spirit.

In Montessori classroom, there are all kinds of teaching AIDS, which are based on the sensitive period of children's growth and development, and are suitable for children's growth.

Montessori's teaching contents include daily life education, sensory education, mathematics education, language education, science and culture education and so on. Through the self-repeated operation of Montessori teaching AIDS, children creatively build a perfect personality and get various trainings in free operation.

Educational philosophy:

1, make people become people.

Montessori education is to make people become people. The first person is a newly born biological person; The second person is a human being, and being a man is educated, educated and individual. This is the meaning of Montessori education, that is, the formation of personality can make a real person.

2. Spontaneous intelligence

The reason why people have the desire to learn is driven by innate intelligence, that is, children have an impulse to pursue knowledge and development persistently. This inner impulse, if it is not started by education, will delay and stifle the huge energy that exists in the child itself.

3. People's creativity

In fact, this can be said to be a kind of nature of human beings. For human beings, creation is innate. Montessori believes that the constant harmony of hand activities and language can eventually cultivate children's own personality, and personality can exert various creative abilities in the process of growth.

4. Help children develop themselves

In traditional education, adults are constantly teaching children how to do it, and children obey. Then, Montessori education is to let children develop their own life potential and develop their own aspects through their own practical activities. This is the true meaning of education.

5. A prepared environment

Montessori believes that the environment is alive, which is prepared by adults' clear understanding of children's mission. This environment contains all the positive meanings that children need to grow up, and at the same time, it is necessary to exclude all things that are not conducive to children's growth.

(1) Montessori course extended reading;

Basic principles of Montessori education law;

1, child-centered. Oppose the adult-centered teaching concept and regard children as independent individuals different from adults.

2. Education without teaching. Oppose spoon-feeding teaching, advocate starting with daily life training, with a good learning environment and rich teaching AIDS, let children learn spontaneously and actively, and build a perfect personality independently.

3. Grasp the sensitive period of children. Follow the characteristics of sensitive learning and get the maximum learning effect.

4. Teachers play the role of facilitators. Teachers must have a deep understanding of children's spiritual world and know their children's development like the back of their hands, so as to provide appropriate and timely help and guidance to children.

5. Cultivation of complete personality. The biggest purpose of preschool education is to help children normalize.

6. Respect the growth rhythm of children. There is no timetable and class time, so that children can concentrate on developing their inner needs.

7. Mixed-age teaching. Children of different ages will imitate and learn from each other, and develop good social behavior of helping others.

8. Rich teaching materials and teaching AIDS. Teaching AIDS are the material for children's work, and children build a perfect personality through "work" and self-repetitive operation exercises.

9. Cancel the reward and punishment system. Take the way of respecting children and cultivate their budding sense of dignity.

10, teaching achievements broke out. By respecting children's inner needs, let children grow up in a timely and moderate manner. It is not easy to perceive the result in the short term, but it will show the child's inner growth with explosive force at some time.

2. What is the theoretical basis of Montessori curriculum model?

Hello, the answer is as follows:

Montessori did not systematically sort out and summarize Montessori methods all his life. She once said modestly, I just study children, just accept what children give me and show it. But if she doesn't have a guiding principle in her mind, how can the educational methods and Montessori teaching AIDS she envisioned be orderly?

Experts summarized Montessori's profound theory into six learning essentials, namely: 1. Environmental adaptation theory; Second, the theory of independent growth; Third, the theory of natural development of life; Fourth, absorb the theory of mind; Fifth, the theory of human nature is at work; Sixth, the useless theory of rewards and punishments.

Next, we will learn these six essentials in turn.

First, the theory of environmental adaptation.

Personal growth must adapt to the environment (the story of wolf child)

Montessori once compared the environment to a person's head, which shows the importance of the environment to children. Because all human growth is related to the head, it is the commander in chief, controlling the maturity of physical and psychological development; Like the brain, the environment is the biggest key to whether a person is smart enough. In terms of personal growth, personal growth must adapt to the environment. If it can't adapt, people's basic ability can't develop or disappear, and even lead to survival. Just like the example of the wolf child in front, it not only lost its humanity, but also became very old. Even after being brought back to the "human" world, they can't adapt to the human lifestyle, and life is very short.

Environmental quality determines the quality of growth.

In other words, people's various physiological and psychological functions grow because they adapt to the environment. If we can give our children a very rich learning "environment" and children can "adapt" in many ways in this environment, then the speed and quality of intelligent growth will be very good! (Meng Mu moved three times)

Montessori regards the environment as the first element of education, and further develops the law of children's growth, and designs various teaching AIDS that are suitable for children's individual differences and can stimulate children's growth, so that children can truly adapt to and use the environment in the environment.

Second, the theory of independent growth

When a child is born, his physiological function is not perfect and his mind is not mature. Of course, he can't live independently. He will have to rely on the care of his parents to provide him with the necessities of survival in order to grow up day by day. He can climb, walk and jump step by step, eager to get rid of the mercy of adults and touch the world with his own hands; Go where you want to go with your own feet. This is not only a yearning for children to "turn" themselves into adults every day, but also an internal force for the natural development of all living things.

This series of processes can't be replaced by others, just like a mother can't breathe for her child. The road to growth is quite long, and it is impossible to do it overnight. Only by constantly promoting the independence (maturity) of physical and psychological functions can we become so-called "independent people" and complete various activities needed for life development by our own efforts.

Third, the theory of natural development of life.

Montessori noticed the fact that life "develops naturally" in her observation. She found that people's "completion" is actually achieved through their own constant activities. Montessori also found that children have predetermined development plans before birth, for example, eggs will become chickens, and human fertilized eggs will develop into fetuses and become people. So the predetermined plan also follows the steps set by nature, resulting in self-realization activities and constant self-activities.

"Planning" depends on "process". What drives the process? The answer is "internal demand". When a newborn baby is hungry, he will close his eyes, use his sense of smell to find milk fragrance, and use his lips to find nipples to solve his hunger. The speed of children's psychological and physical development varies from person to person, so the process of children's growth stage will be different; However, the same thing is: in order to make the body and mind grow up, there will be many internal rather than explicit needs from the embryonic individual, and the "internal needs" will guide the "individual" to actively seek and find what they want, so as to achieve the goal of rapid growth. (get up from lying down)

Therefore, from the standpoint of "education", what adults can do is to provide children with a good learning environment, let children choose freely, meet their internal needs without interference, let life develop naturally and build a perfect adult step by step.

Fourth, absorb the theory of mind.

Absorb thinking: Adults can learn from old experiences when facing new things. For example, when you go to Africa for the first time, you will hear people there making some chirping noises. Even if you don't understand them, you will still judge them as "languages". Where are the children? Slipping into this completely different world from the completely dark mother did not bring any experience, and the intelligence was not yet mature. The "absorbing mind" is like the photographic negative of a camera, absorbing all the information from the outside world and internalizing it into its own things. That is, the process of rapid accumulation from scratch. However, this subconscious intake will turn into conscious absorption around the age of three. Children's learning driven by "absorbing the mind" is not only different from that of adults, but also amazing. It is precisely because of this ability that children will lay the intellectual foundation from "nothing" to "being". (Music class, language development)

Five, the theory of human nature at work

The nature of work between adults and children is different: adults work for life and children live for work, that is, adults work to meet the needs of life, and children work to gradually improve themselves and complete themselves. Therefore, the hand is the second brain of human beings. Working by hand can not only stimulate children's skills, but also help them develop their personality normally.

When children concentrate on the work they are really interested in, they can naturally develop good habits and virtues of loving learning, independence, willingness to use their brains and perseverance. Therefore, only through the guidance of work can children gradually form various abilities and become independent and perfect people.

Montessori said: "Work is the characteristic of human nature." Although ants and bees will continue to collect nectar and look for pollen, they will not educate themselves to "make progress with their brains", increase their intelligence and improve the environment.

Six, rewards and punishments useless theory

In Children's Home, Montessori found that rewards or punishments found in observation have little influence on children's interest and attention. She used to think that good people should be rewarded and bad people should be punished.

A child who is often encouraged, his personality is based on his own cognition and self-cultivation, but the reward-type reward will only induce him to do it with prizes, which will affect his future values, and fame and fortune are the standards of measurement; If the child must be punished often before he stops fooling around, then his obedience is entirely due to fear of being beaten and scolded, not self-control, and besides not taking the initiative, he lacks self-confidence and is afraid of everything, so he will not be innovative and promising.

3. What is the goal of Montessori curriculum model?

Regarding the goal of Montessori curriculum model, Beijing Normal University has special courses.

4. 150 What courses are there in Montessori?

There are more than 100 hours of Montessori system courses, including psychosensory actions (0-3), language (0-6), senses (3-6), mathematics (3-6), elementary mathematics and geometry (5- 14).

5. How to implement the Montessori curriculum?

Montessori curriculum is generally a combination of individual teaching and collective teaching. Generally, I started to choose my own working version after I entered the park early. Teachers can have the right to guide teaching purposefully, then carry out offline activities to stabilize children's interest, and then carry out collective teaching, which can be aimed at a specific subject, such as mathematics and daily life.

If you want to know how specific subjects are implemented, or how specific group classes are taught, there is a set of books on Montessori's educational methods, mainly about educational teaching plans of various subjects, which can be referred to specifically. The most important thing is to understand Montessori's education and implement teaching according to her teaching process.

6. What are the educational ideas of Montessori and 3S?

Chengdu Montessori curriculum is synchronized with the world, which is a specialized curriculum system designed by an expert group according to the development of children in different months and sensitive periods. Teaching courses have professional teaching plans and teaching AIDS, and teachers have strict teaching standards, so every Montessori in China will enjoy the same teaching service.

Chengdu Montessori Investment Management Co., Ltd. has developed eight curriculum systems in China after years of localized development, combining the characteristics of China's baby's physical and mental development and the characteristics of maternal and child group services. The course is divided into stages according to the baby's physiological and psychological development characteristics, and each stage is divided into different courses suitable for the baby. I can't explain the specific things to you clearly. You can come to the company for a brief exchange when you have time. Welcome to Montessori, Jinyang Road 167, Wuhou District, Chengdu.

7. Similarities and differences between Montessori course and Reggio course

Comparison between Montessori curriculum and Reggio curriculum environment setting

Both Montessori and Reggio pay special attention to the role of environment in curriculum setting, and both believe that environment is the third element of education. However, there are some similarities and differences in the environmental settings of these two courses. It is of great significance to analyze the environmental settings in the two courses and understand their respective characteristics for rationally thinking about the problems existing in the creation of kindergarten environment in China and enriching the theory of preschool education in China. This paper attempts to compare the environmental views in the two courses from three aspects: theoretical background, basic concepts of environmental setting and principles of environmental creation. First, the theoretical background of environmental settings comparison

The setting of environment in Montessori curriculum is a very important factor. /kloc-in the 9th century, the rapid development of science and Darwin's theory of biological evolution greatly changed people's world outlook. Montessori studied Darwin's theory of biological evolution, Mendel's theory of heredity and French scholar Fabres's biological theory in his early days, and he had a strong biological view on human development. She believes that "any living thing needs certain environment and conditions to develop its inherent potential". Just as the growth of plants needs sunlight, soil and water, children's physical and mental development is also the result of the interaction between individuals and the environment with the help of the outside world. Therefore, "in order to develop children's potential and carry out activities freely, we must find substances directly related to their internal natural development from their environment." [1] Montessori introduced this view into education. She believes that in education, it is important for children to find the necessary methods to develop their abilities in a suitable environment. But she thinks that ordinary families in society at that time were not suitable for children's development: [2] poor families were in a state of material shortage and crowded population, while rich families were too indulgent to their children. Moreover, the buildings, equipment and appliances of ordinary families are designed and manufactured for adults, and these environments cannot give children the possibility of free activities. Therefore, she proposed that children must be provided with a "prepared environment". [3] This environment is a bridge between the adult world and the children's world. It is an environment for children to move freely physically and develop intellectually, morally and socially. It is also an environment that can protect children.

In Reggio's curriculum, "environment" is an important part of the curriculum. "Environment" is not only the geographical and material environment in which children live, but also the cultural environment in which time and spirit are precipitated. [4] Reggio curriculum environment vividly reflects the perfect combination of American progressive education and Piaget's educational thought. 1At the end of the 9th century and the beginning of the 20th century, progressive education appeared in the United States, the core of which was to advocate the spirit of democracy, oppose the suppression of children and demand respect for children. Dewey, a representative figure of progressivism, believes that children's development is based on innate instinct and impulse, and they constantly increase their experience through interaction with the environment. [5] "Action is the center of thought" Dewey's educational philosophy is fully used by Reggio people in environmental settings, which is manifested in the environment-generating curriculum and the curriculum-creating environment. Therefore, Reggio's environmental setting fully embodies the principle of respecting children and respecting their interests. In addition, Reggio's environmental setting also comes from Piaget's constructivism and Vygotsky's "historical and cultural theory of psychological development" and "scaffolding teaching". Piaget's theory of cognitive genesis clearly points out that knowledge comes from neither subject nor object, but from the interaction between subject and object. That is, the development process of cognitive imbalance in the interaction between the subject and the environment, as well as the motivation to further understand, and constantly reach new wisdom. Scaffolding teaching is based on Vygotsky's "zone of proximal development" theory. Scaffolding teaching is a teaching mode of constructivism. It is a necessary "scaffold" for teachers to support students to constantly build themselves and guide students' intelligence from one level to another. In Reggio's curriculum, the environment builds scaffolding for children's cognitive construction, becomes scaffolding for children's learning and growth, and supports children to constantly build themselves. Therefore, it can be said that the ideological origin of creating environment in Reggio's curriculum not only follows the traditional Italian culture, but also is eclectic.

Comparing their theoretical backgrounds, we can find that both of them were influenced by the development of culture, science and education thoughts at that time, and both attached great importance to the role of environment in education and children's growth and opposed the unfavorable factors in the old environment. However, due to the different times and theoretical background, Montessori pays attention to the dependence of children's development on the environment from the biological point of view; It is proposed to create a "prepared" environment suitable for children's development; Reggio's curriculum embodies a kind of historical and cultural precipitation, a reappearance of democratic spirit and the essence of children's free and independent development in communication with the environment. Second, the comparison of the basic concepts of environmental settings

Montessori believes that there are too many factors that inhibit children's development in the adult world, so in her curriculum, the environment should be the first.

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8. What are the benefits of Montessori education?

Maria? Montessori is a world-famous preschool educator in the 20th century. Her unique law of early childhood education has swept the whole western world, profoundly affecting the educational level and social development of all countries in the world, especially advanced countries in Europe and America. The characteristic of Montessori education law is that it attaches great importance to children's early education and has been engaged in educational experiments and research for more than half a century. Her teaching methods range from intellectual training, sensory training to sports training, from respecting freedom to building will, from civilian education to aristocratic education, which has provided several generations of excellent talent base for the sustainable development of western industrialized society. Montessori's pre-school education thought was introduced to China in the early 20th century. After years of development and practical application in China, it has produced good results. Montessori's pre-school education thought has played a positive role in promoting the reform of pre-school education in China.

First of all, Montessori's preschool education thought has changed people's traditional preschool education concept.

With the continuous progress of the times, the voice of reforming the traditional education model is getting louder and louder, and Montessori's preschool education thought was introduced into China under such a background. In the traditional educational model, people often think that children's mental development has no rules to follow, and children lack autonomy and can only develop under the guidance of adults. This view of denying children's ability and ignoring children's personality has led to some bad consequences, such as: adults often impose their own views or understanding on children. The traditional education mode is to instill and guide children's mental development, often ignoring children's hobbies and acceptance ability, imparting some fixed knowledge to children, hindering children's normal mental development and binding some ways of thinking. Montessori's pre-school education thought just broke this phenomenon.

Montessori found that children have inherent "inner vitality" through continuous research on preschool children. This inner vitality of children is a positive, positive and infinite force that we can't imagine. Therefore, Montessori summarized the task of preschool education as "to stimulate and promote children's inner potential and make them develop freely according to their own laws." Montessori mentioned in his Scientific Method of Montessori Early Childhood Education: "Children are not containers for adults and teachers, wax or mud that can be shaped at will, wood blocks that can be portrayed at will, flowers, trees or animals cultivated by parents and teachers, but a living, dynamic and developing person." This sentence breaks the traditional concept of preschool education model. Montessori's pre-school education thought is to let us understand the truth: "We should trust children and let them grow up in all aspects of natural and free activities."

Montessori's pre-school education thought makes us re-examine the role of preschool teachers. As preschool educators, we should change from the dominant position in the classroom to the inner mentor. Teachers should work happily and let children achieve the goal of effective teaching through free choice.

Secondly, Montessori's preschool education thought provides a model for China's preschool education reform.

China's traditional education theory was influenced by Herbart's education theory. The traditional teaching method is a top-down teaching method, emphasizing indoctrination education and thinking that teaching activities are composed of two factors: teachers and students. This educational model regards children as containers for storing knowledge, and children are often in a passive and negative position in the process of learning. Moreover, the teaching content is vague and lacks originality, and the teaching procedure is carried out in strict accordance with the five-step teaching method. As the protagonist, children can only be passive followers. In such a learning atmosphere, children's personality and ability are buried and cannot be displayed. Therefore, people call for the reform of teaching, and the dissemination of Montessori's preschool education thought in China is also the requirement of the times.

Montessori's pre-school education thought provides a model for China's pre-school education reform, and its manifestations are various. First of all, the introduction of Montessori's preschool education thought enriches the content of preschool education. Traditional preschool education courses mainly focus on singing, games, handicrafts and conversation. Montessori's teaching content is very rich, including sensory education, life practice, language education, mathematics education and cultural education. Montessori's pre-school education thought pays attention to daily life practice, which is helpful to promote children's sound personality. Secondly, the introduction of Montessori's preschool education thought has improved the teaching methods of preschool education. The traditional teaching method is a top-down teaching method. This teaching method ignores the children's personality characteristics and hinders the normal development of children's body and mind. Montessori regards the scientific observation and research of children as the primary task of teachers, provides children with environment and working materials, attaches importance to the creation of environment, and enables children to develop through self-education. Third, it enriches the teaching organization form. In the past, the teaching form in our country was divided into classes of the same age, and Montessori's distinctive feature was divided into classes of different ages. At present, most families in small and medium-sized cities in China are only children, and children lack brothers and sisters, which is not conducive to their social development. Mixed-age classes promote children's social development.

Thirdly, Montessori's pre-school education thought promoted the process of China's pre-school education reform.

The General Office of the State Council issued the Notice on Launching the National Education System Reform Pilot, which defined the main tasks and pilot units of the national education system reform pilot. Among the ten tasks of the national education system reform pilot, preschool education reform is the strongest and the pilot action is the fastest, because preschool education in China is relatively weak and the problems reflected by the masses are more prominent. Preschool education has become a key issue for the country this time. At this stage, Montessori's pre-school education thought has penetrated into the grassroots, and Montessori educational institutions have developed from big cities to small cities, from public parks to private parks, and have spread all over the country. Many kindergartens introduce Montessori's pre-school education thought into kindergartens and offer Montessori courses in succession. Montessori's preschool education thought has also begun to enter ordinary families, and many parents of children agree with Montessori's preschool education thought. Under this influence, the original educational concept has been gradually changed, and many educators have begun to explore new educational models. Montessori's pre-school education thought has strongly promoted the process of pre-school education reform in China.

9. Montessori's educational philosophy

1, child-centered. Oppose the adult-centered education concept and regard children as independent individuals different from adults.

2. The principle of not teaching. Before the age of six, children gradually build up their cognitive and discriminating abilities, taking thinking in images as the main way of thinking, which is not suitable for didactic education. Montessori starts with daily training, with a good learning environment, rich teaching AIDS and teaching materials, so that children can learn spontaneously and actively, thus achieving the goal of self-education.

3. Grasp the sensitive period of children. As children grow up, there will be a feature that they only focus on one thing in the environment for a certain period of time and refuse to accept other things. If you provide special help at this time, you will get the best learning effect.

4. Teachers exist as a part of the environment and play an auxiliary and guiding role. The teacher's job is to observe children's inner needs, design the environment, demonstrate the accurate operation of teaching AIDS, and then teach according to children's individual differences and give timely guidance. This kind of education without teaching and without class can make the relationship between teachers and students harmonious and children can learn happily.

5. Pay attention to the cultivation of wisdom and character. The essential significance of preschool education lies in helping children grow up perfectly. Therefore, the goal of preschool education is not only to prepare for primary schools, but more importantly, to lay a foundation of wisdom and morality for their lives and cultivate their good habits of lifelong learning.

6. Respect the growth rhythm of children. In Montessori education, there is no strict timetable and class time, so that children can work freely and intently according to their own internal needs. If children's attention is often interrupted, they will develop the habit of inattention and carelessness. On the contrary, keeping children in a state of uninterrupted repeated practice can cultivate their patience and concentration.

7. Mixed-age teaching. Children of different ages will imitate and learn from each other, develop their caring and helping social behaviors, and influence and promote each other intellectually.

8. Rich teaching materials and teaching AIDS. Teaching AIDS are not used by teachers to teach children, but are materials for children's homework, aiming at inducing children to repeat themselves from shallow to deep, so as to achieve

The purpose of self-education.

9. Abandon the reward and punishment system. Montessori respects children's choices, so that children have the willingness and needs to learn voluntarily, and children don't care about rewards and punishments.

10, teaching results are often presented with explosive force. Children are trained in a step-by-step self-education way, and it is not easy to perceive the learning results in a short time, but they often suddenly show their inner mental growth and are explosive.

(9) Montessori course extended reading:

Advantages of Montessori education

1, the individual and combined use of each teaching aid has steps and sequences. Moreover, whether in design or in use, it is from simple to complex. Its main purpose is to train children to understand the steps, pay attention to the order, and indirectly cultivate children's "internal discipline."

2, Montessori teaching AIDS do not choose bright colors, mainly simple and clean colors. Because of its educational significance, it is usually a single tone that highlights the real educational goal, that is, it has the characteristics of isolation. The ten pieces of wood in the pink tower are all pink.

3. In design, it has the characteristics of error control, which enables children to find and correct their own mistakes. For example, there are ten pink towers, the smallest is a one-centimeter cube, and the largest is a ten-centimeter cube, so the biggest one is one centimeter away from the next big one. After piling up the tower, the child can pick up the smallest piece and measure the gap between the pieces. He will find that it is exactly one centimeter.

4. Because the most important goal of teaching AIDS is to meet the inner needs of children, the size and dimension are only considered from the ability of children. For example, the largest part of the pink tower can be moved by children.

5. Every teaching aid has factors that can attract children, such as the weight and color of pink tower wood; Or the rustling sound when scooping beans with a spoon.

6. Cultivate children's logical habits and reasoning ability through steps and sequences.

7, the design of teaching AIDS, to provide a person with the operation as the main goal.

8. Each teaching aid has a direct and indirect educational purpose.