论蒙台梭利教师在儿童主动学习中的角色  

On the Role of Montessori Teacher in Children’s Initiative Learning

作　　者：霍力岩[1] 胡文娟[1] 刘霞 

机构地区：[1]教育部人文社会科学重点研究基地北京师范大学比较教育研究中心、北京师范大学教育学院

出　　处：《幼儿教育（教育科学）》2008年第4期11-14,共4页Early Childhood Education(Educational Sciences)

基　　金：教育部人文社会科学重点研究基地重大项目“深化基础教育课程改革与推进素质教育的国际比较研究”的研究成果,项目批准号:05JJD880054

摘　　要：蒙台梭利教育法强调教师要在儿童的主动学习中扮演引导者和支持者的角色。蒙台梭利教师要为儿童提供适宜主动学习的环境,引导儿童在活动中实现主动学习。在蒙台梭利教学活动中,教师要观察儿童的活动状况,了解儿童的发展需要,诱发儿童的活动欲望,引导儿童专心活动,同时要支持儿童独立活动,消除无关因素的干扰,以提高幼儿园教学质量。Montessori method emphasizes teacher’s role as inductor and support in children’s initiative learning. The teacher should provide environment for initiative learning and induct children’s initiative learning in activities. In Montessori teaching, the teacher should observe children closely to understand their development needs, inspire their desire and help them concentrate. He should also support independent activity and eliminate distractive factors to improve the teaching quality.

关 键 词：蒙台梭利教育法 蒙台梭利教师 教师角色 主动学习 儿童发展 

分 类 号：G610[文化科学—学前教育学]