反思蒙台梭利环境系统理论在我国幼儿教育实践中的运用  

Reflections on Application of Montessori Environment System Theory in Early Childhood Education Practice in China

作　　者：徐琳[1] 

机构地区：[1]南京师范大学教育科学学院 南京

出　　处：《幼儿教育（教育科学）》2008年第4期15-18,共4页Early Childhood Education(Educational Sciences)

摘　　要：蒙台梭利教育法非常强调环境的作用。蒙台梭利认为,教育的力量是有限的,有限的教育力量要通过环境来发挥作用,但是环境既可能促进儿童的发展,也可能阻碍儿童的发展,所以教育者要做的第一件事就是为儿童提供一个"有准备的环境"。然而,我国幼教工作者在实施蒙台梭利教育时走入了不少误区,比如过分关注活动室环境和教具的准备,忽视家庭环境、自然环境、人际环境和文化环境的准备,忽视儿童在环境中的主动性,忽视环境对儿童发展的阻碍作用等。这些问题需要我们深入思考并妥善解决。Function of environment is highly emphasized in Montessori method. Montessori believes that the strength of education is limited and will have to work with environment. And environment can either promote children’s development or hinder the development. Thus, the first thing educators should do is to provide a "prepared environment". However, when applying Montessori method, Chinese educators have made many mistakes such as paying too much attention to the environment of activity room and the preparation of teaching aids, ignoring the preparation of family environment, natural environment, social environment and cultural environment, ignoring children’s initiative in the environment and the hindering function of the environment on children’s development. Those issues need our further thinking to find possible solutions.

关 键 词：蒙台梭利教育法 环境系统理论 有准备的环境 

分 类 号：G619.2[文化科学—学前教育学]