从异化到共生——蒙台梭利教育法的本土化探索  

From Alienation to Symbiotic: Localization of Montessori Educational Method

作　　者：李青[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《学园（学者的精神家园）》2012年第1期32-34,共3页Academy

摘　　要：在当今幼儿教育普遍发展的浪潮中,蒙台梭利教育法或多或少地融入到我国的幼儿教育模式之中,但在其融入过程中产生了诸如形式主义倾向严重、幼儿教师对蒙氏教育法理念曲解等异化现象。基于蒙台梭利教育法在我国幼儿教育实施的现状分析,本文认为可以从由形式到实质、重视教师的多重角色的转化、给儿童创造良好的学习环境、重视东西文化的融合等几个方面实现蒙台梭利教育法在我国的本土化,更好地促进我国幼儿教育事业的改革与发展。Nowadays,Montessori educational method is integrated into the children＇s education of China.During this process,problems occured.Preschool teachers bring Montessori to serious perversion of the education concept and alienation.Based on the Montessori education condition analysis,the author thinks that can by the form to the essence from,pay attention to the teacher＇s multiple roles conversion,to create a good children learning environment,pay attention to the cultural integration,etc realize the localization of Montessori education in our country,the better promote in early education enterprise reform and development.

关 键 词：蒙氏教育 本土化 学前教育 

分 类 号：G61[文化科学—学前教育学]