1. What is Montessori teaching

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

In the Montessori classroom, there are a variety of teaching AIDS, which are "toys" suitable for children's growth, which are created according to the sensitive period of children's growth and development.

Montessori teaching content includes daily life education, sensory education, mathematics education, language education, science and culture education and so on. Through self-repeated operation of Montessori teaching AIDS, children creatively construct a perfect personality, and have been trained in many aspects in free operation.

Educational concept:

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 person, and being a person is a person with education, education and personality. 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 that they are driven by their innate intelligence, that is, children have an impulse to pursue knowledge and development persistently. If this kind of inner impulse does not start him through education, it will delay and kill the huge energy that exists in children themselves.

3, people's creativity

In fact, this can be said to be a kind of naturalness of human beings. For human beings, creation is born naturally. Montessori believes that the activities and language of hands are constantly in harmony, and finally the children's own personality can be cultivated, and personality can exert various creative abilities in the process of growth.

4. Help children develop themselves

In traditional education, adults are there to teach children how to do things, and children obey orders. Then, Montessori education is to let children develop their own life potential and develop their own aspects through their own practical activities, which 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 the positive significance of everything that children need to grow up, and at the same time, all things that are not conducive to children's growth should be excluded.

(1) Extended reading of Montessori curriculum:

Basic principles of Montessori education:

1. Child-centered. Oppose the adult-oriented teaching view and regard children as independent individuals different from adults.

2. Education without teaching. Oppose the spoon-feeding teaching, and advocate starting with daily life training, with a good learning environment and rich teaching AIDS, so that children can learn spontaneously and actively and build a perfect personality by themselves.

3. Grasp the sensitive period of children. Follow the characteristics of sensitive learning to 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 the development of children like the back of their hands, so as to provide appropriate and timely assistance and guidance to children.

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

6. Respect the pace of children's growth. 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 children's good social behavior of helping others.

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

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

1. Outbreaks of teaching achievements. By respecting children's inner needs, children can grow up in a timely and appropriate way. It is not easy to perceive the results in the short term, but it will show the growth of children's inner mind with explosive power at a certain time.

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

Hello, the answer is as follows:

Montessori has not systematically sorted out and summarized the Montessori method throughout 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 have summarized Montessori's numerous and profound theories into six learning essentials, which are as follows: 1. Theory of environmental adaptation; Second, the theory of independent growth; Third, the theory of natural development of life; Fourth, the theory of absorptive mind; Fifth, the theory of human nature 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 a wolf child)

Montessori once compared the environment to a person's head, which shows the importance of the environment to children. Because all the growth of human beings is related to the head, it is the commander and controls the maturity of physical and psychological development; Like the head, 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 abilities can't develop or disappear, or even lead to survival. Just like the previous example of wolf children, they not only lost their human nature, but also became very old. Even after they were brought back to the "human" world, they could not adapt to the human way of life, and their lives were very short.

The quality of the environment determines the quality of growth

That is to say, all kinds of physiological and psychological functions of human beings grow because they adapt to the environment. If we can give children a very rich "environment" for learning, 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 to the third place)

Montessori listed the environment as the first element of education, and went further to the law of children's growth, and designed all kinds of teaching AIDS that are suitable for children's individual differences and can stimulate children's growth, so that children can really adapt to the environment and then use it.

Second, the theory of independent growth

As soon as a child is born, his physiological functions are not yet perfect, and his mind has not yet grown up. Of course, he can't live independently. He must rely on the care of his parents and provide him with the necessities for 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 as a mother can't breathe for her children. The road to growth is quite long, and it can't be achieved overnight. Only by constantly promoting the independence (maturity) of physical and psychological functions can we become so-called "independent people" and be able to complete various activities needed in life development by our own efforts.

Third, the theory of natural development of life

Montessori noticed the fact that life "naturally develops" in her observation, and she found that people's "completion" was actually achieved through their own constant activities. Montessori also found that children have a predetermined development plan before they are born, eg. 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.

The "plan" depends on the "process", and what drives the process? The answer is "internal needs". 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 the problem of hunger. Children's psychological and physical development speed 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 lead the "individual" to actively seek and find what it wants to meet the goal of rapid growth. (from lying down to crawling)

So from the standpoint of "education", what adults can do is to provide children with a good learning environment, let them choose freely from it, and meet their inner needs without interference, so that life can develop naturally and form a perfect adult step by step.

theory of absorptive mind

absorptive mind: adults can learn from old experiences when facing a new thing. For example, when you go to Africa for the first time, you will still judge it as a "language" even if you don't understand it. And the children? Slipping into this completely different world from the completely dark mother body has not brought any experience, and the intelligence is not yet mature. The "absorbed mind", like the photographic negative of a camera, absorbs all the information from the outside world and internalizes it into its own things. That is, the process of rapid accumulation from scratch. However, this subconscious intake will turn into conscious absorption after about three years old. Children's learning driven by "absorbing their minds" is not only different from that of adults, but also amazing. It is because of this ability that children will lay the intellectual foundation from "nothing" to "having". (Music class, language development)

V. Theory of working humanity

Adults and children work in different nature: adults work for life, while 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 with hands can not only stimulate children's skills, but also help them develop their personality normally.

When children concentrate on the work that 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 find pollen, they will not educate themselves to "use their brains to make progress", to increase their intelligence and improve the environment.

VI. The Useless Theory of Rewards and Punishment

Montessori found in Children's Home that rewards and punishments found in observation did not have much effect on children's interest and attention. She used to think that the good should be rewarded and the bad should be punished.

A child who is often encouraged, his personality is based on his own cognition and self-restraint, but the reward-type reward will only induce him to do it with prizes, which will affect his future values and take fame and fortune as the standard; If the child must be punished frequently 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 also lacks self-confidence, and he will be afraid of doing anything, so there will be no innovation or promise.

3. What are the objectives of the Montessori curriculum model?

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

4. 15 What are Montessori's specific courses?

They include psychological sensory action (-3), language (-6), senses (3-6) and mathematics (3-6).

5. How to implement Montessori curriculum

Montessori curriculum is generally a combination of individual teaching and collective teaching. Generally speaking, teachers can start to choose their own working version after entering the park early, and then they can have the right to guide teaching with purpose, and then they can carry out 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 to implement specific subjects or how to attend specific group classes, there is a set of books on Montessori's educational methods, mainly about the educational teaching plans of various subjects, which you can refer 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 concepts of Montessori and 3S?

The Montessori curriculum in Chengdu is synchronized with the whole world. It is a specialized curriculum system designed by a group of experts according to the development of children at different months and sensitive periods. There are professional teaching plans and teaching AIDS in the teaching curriculum, and teachers have strict teaching standards, so you will enjoy the same teaching services in every Montessori in the country.

Chengdu Montessori Investment Management Co., Ltd., after years of localized development, combines the characteristics of China's baby's physical and psychological development and the characteristics of maternal and child group service, and currently carries out eight major curriculum systems in China. The course is divided into stages according to the age of the month. Each stage is divided into different courses suitable for the baby according to the characteristics of the baby's physical and psychological development. The specific and targeted things can't be explained clearly to you. If you have time, you can come to the company for a simple exchange. Welcome to visit ~ Montessori, Chengdu. Address: No.167 Jinyang Road, Wuhou

7. Similarities and differences between Montessori and Reggio courses

Comparison of environmental settings between Montessori and Reggio courses

Both Montessori and Reggio pay special attention to the role of the environment in the curriculum setting, and both think that the environment is the third element of education. However, there are some similarities and differences in the environmental settings in the two courses. It is of great significance to analyze the environmental settings in the two courses to understand their respective characteristics, and to rationally think about the problems in the creation of kindergarten environment in China and enrich the theory of preschool education in China. This paper tries to compare the environmental views in the two courses from three aspects: the theoretical background, the basic concept of environmental setting and the principle of environmental creation. I. Comparison of theoretical background of environmental setting < P > The environmental setting in Montessori course is a very important factor. In the 19th century, the rapid development of science and Darwin's theory of biological evolution have greatly changed people's world outlook. Montessori studied Darwin's theory of biological evolution, Mendel's genetic theory and French scholar Fabres's biological theory in his early days, and he has a strong biological view on human development. She believes that "any organism needs certain environment and conditions in order to develop its own internal potential". Just as the growth of plants needs sunlight, soil and water, children's physical and mental development is also developed with the help of the outside world, which is the result of the interaction between individuals and the environment. 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 believed that in education, it is important for children to find the necessary methods to develop their abilities in a suitable environment. However, she thinks