First, the problems of Montessori education law
Educational content needs to be expanded. The content of Montessori education has its distinctive characteristics, such as emphasizing systematicness and wholeness; Through the materialization of teaching AIDS, it has strong operability. However, its educational content setting has certain limitations. The teaching content designed by Montessori only includes five fields: daily life practice, sensory education, mathematics education, language education and cultural education, which is far from meeting the needs of the times and children's development. For example, Montessori's sensory education is divided into five categories: visual, auditory, tactile, olfactory and taste exercises, which are completed by corresponding teaching AIDS, but there are actually other materials that can fully tap and utilize the five senses; Mathematics education is mainly about learning the concept of number, practicing reading, writing and calculating, and does not involve statistics, measurement and other mathematical contents. Chinese education, historical geography, cultural science and artistic expression are all influenced by nationality and regionality. However, teachers are still the center in the setting of educational content and the production of teaching AIDS.
There is insufficient interaction among teachers, children and peers. Montessori believes that children have absorption psychology and realize their self-development through environmental freedom education and self-education. It recognizes that children are the main body of learning and attaches importance to the role of teachers. However, teachers are related to children through teaching AIDS, and their role is limited to establishing routine and excluding children's natural development, observing children's performance and understanding their needs, and designing teaching AIDS according to observation; The communication and interaction between teachers and children are poor in helping children master learning methods, improve social skills and promote their social development. Friend of the headmaster, "Developing Montessori Education by Schema Teaching".
Children's abstract generalization ability is weak. In the whole process of Montessori activities, teachers' language is brief, while children are free to choose, learn and discover themselves. Children accumulate experience and internalize it in the interaction with teaching AIDS, but the lack of summary language hinders the development of children's abstract generalization ability.
Ignore the social and ecological environment in which children live. Montessori educational environment pays attention to the creation of kindergarten environment, ignoring the role of family, community and social environment, which is far from meeting the needs of modern preschool education for educational environment.
Second, the use of Reggio program teaching to develop Montessori education law
Comprehensive curriculum has become the development trend of kindergarten curriculum. The comprehensive curriculum requires that the curriculum content should provide children with sufficient opportunities for self-expression and encourage children to actively discover and create. In curriculum design, teachers and children should discuss together and establish specific forms and contents of activities. "It advocates considering social life, especially children's life, and connecting it with children's life and social reality as much as possible. All these put forward new challenges to Montessori education law. In my opinion, the application of Reggio scheme in Montessori education can effectively solve these problems.
Schema teaching contributes to the systematization and localization of content. The theme of program teaching comes from children's life and experience, and from children's interests and needs. Therefore, children have a strong desire to explore, activities can be carried out persistently and deeply, and the theme content can be continuously developed and extended, thus forming a theme network. This is a process of knowledge construction that is as interdependent and joint as possible. In this process, children can learn to use various senses to correctly perceive the world and master some learning methods. At the same time, the educational content is systematic, hierarchical and holistic. Because children's life reflects the specific community life, national life and national life to a certain extent, the course content has the flavor of localization and China.
Schema teaching helps to activate the interactive relationship. The application of schema teaching in Montessori education has changed from teachers designing teaching materials (teaching AIDS) to teachers and children constructing teaching materials together, and then to teachers materializing. In this process, teachers and children are more likely to listen, ask questions, discuss, suggest and share. Teachers help children explore and express themselves, and at the same time improve themselves. In the process of knowledge construction, children will encounter setbacks and need to explore, cooperate and resolve conflicts. Full communication between peers helps children improve their social skills and promote their social development.
Schema teaching is helpful to improve children's abstract generalization ability. Program teaching places special emphasis on children's language, one of which is spontaneously produced by children, and the other is the free expression of children when they use the previous language from the outside. The latter language is mainly presented and transmitted by teachers, and these two languages are very common in the application of schema teaching. Through discussion and summary, children's experience and abstract generalization ability can be improved.
Schema teaching is helpful to make full use of the social and ecological environment of life. Schema teaching is the education of the whole society, which attaches importance to the interaction among children, teachers, parents and communities, and requires joint efforts to finally achieve the educational goal.