蒙台梭利教育法的课程发展  

The Periods of Montessori Curriculum Development

作　　者：简楚瑛 Jian Chuying(China Women’s University,Beijing,100101)

机构地区：[1]中华女子学院,北京100101

出　　处：《幼儿教育》2022年第9期3-9,共7页Early Childhood Education

摘　　要：在蒙台梭利教育法的课程发展三个阶段中,教师不需要在课程框架和评价方法.上花太多的时间去研发,教师的作用主要体现在课程发展的运作阶段,即依据预成的课程框架和教具,用心观察、评价儿童,创设兼具整体性、系统性、程序性、逻辑性的环境,投放有美感的、适宜的活动材料,为儿童安排符合其需要的个别化学习计划,给予适度的规范和指导,并根据评价结果及时调整学习安排。In the 3 periods of Montessoori curriculum development,teachers do not need to spend much time in the innovation of the design of curiculum frame or ssessment methods.Teachers'major role lies in the application.Teachers should,based on predesigned curriculum frame and teaching tools,observe carefully and assess children,create environment which has integrity,system,procedure,and logic.Teachers should also preparc appropriate activity materials with a sense of beauty.Teachers should arrange learming procedure which meets children's individual needs,provide necessary guidance,and adjust children's learming according to the assment results.

关 键 词：蒙台梭利 课程发展 环境 教师 

分 类 号：G612[文化科学—学前教育学]