【摘要】： 蒙臺梭利學(xué)前教育思想于20世紀初引入中國后,引起了眾多教育學(xué)者的關(guān)注。從收集的資料來看,蒙臺梭利學(xué)前教育思想在中國的引進雖歷經(jīng)百年,人們對其的理論研究主要集中在蒙臺梭利的生平、蒙臺梭利教育思想、教學(xué)方法和教具的簡單翻譯介紹上;20世紀90年代后,理論研究雖有一些進展,但主要圍繞蒙臺梭利學(xué)前教育本土化問題或其在實踐中的應(yīng)用展開的,關(guān)于蒙臺梭利學(xué)前教育思想在中國的引進歷程以及引進所產(chǎn)生的影響,人們還未作深入、系統(tǒng)的研究和探討,這無形中影響了國人對蒙臺梭利學(xué)前教育思想在中國的引進歷程以及引進所產(chǎn)生的影響等問題的了解程度。筆者提出這一問題,希望能激起更多人對此問題的關(guān)注。 本文力圖綜合各家研究成果,結(jié)合史料研究,在回顧蒙臺梭利學(xué)前教育思想在中國引進歷程的過程中,對蒙臺梭利學(xué)前教育思想的引進對中國學(xué)前教育產(chǎn)生的影響進行的研究,并在此基礎(chǔ)上對蒙臺梭利學(xué)前教育思想在中國的引進做粗淺的思考。希望本課題的研究使人們對蒙臺梭利學(xué)前教育思想在我國的引進歷程以及產(chǎn)生的影響有全面的認識和了解,同時為致力于蒙臺梭利學(xué)前教育研究的學(xué)者提供更豐富的歷史資料。 從這個角度出發(fā),文章分四個部分加以論述: 第一部分主要分析蒙臺梭利學(xué)前教育思想引進中國的原因。社會的變革,學(xué)前教育改革的需求和國外興起的蒙臺梭利運動推動了蒙臺梭利學(xué)前教育思想在中國的引進。 第二部分回顧蒙臺梭利學(xué)前教育思想在中國的百年引進歷程。文章把蒙臺梭利學(xué)前教育思想在中國的引進分為四個階段:第一階段,1913年—1949年;第二階段,1950年—1977年;第三階段,1978年—1989年;第四階段,1990年—至今,并對每個階段引進的現(xiàn)狀、引進的內(nèi)容、引進的途徑、引進的特點進行了歸納、總結(jié)。在歸納、總結(jié)的基礎(chǔ)上勾勒出蒙臺梭利學(xué)前教育思想在中國的引進歷程。 第三部分考察和歸納了蒙臺梭利學(xué)前教育思想引進中國后對中國學(xué)前教育產(chǎn)生的影響。積極地影響主要表現(xiàn)在:引進改變了人們的學(xué)前教育觀念;引進為學(xué)前教育改革提供了可資借鑒的模式;引進推動了我國學(xué)前教育改革的進程。消極影響主要表現(xiàn)在引進造成學(xué)前教育實踐領(lǐng)域盲目效仿,同時導(dǎo)致人們辦園功利心的加劇兩個方面。 第四部分針對蒙臺梭利學(xué)前教育思想引進歷程中存在的問題,對蒙臺梭利學(xué)前教育思想在中國的引進作粗淺的反思,在此基礎(chǔ)上提出引進必須走出移植、模仿的形式,以揚棄的態(tài)度來借鑒國外的先進的教育思想;引進要從廣度和深度兩個緯度使蒙臺梭利學(xué)前教育理論研究和在實踐中的應(yīng)用走向深入;同時引進要與本土文化相結(jié)合,抓住思想的實質(zhì),不能流于表面形式的學(xué)習(xí)和模仿。
[Abstract]:After Montessori's preschool education thought was introduced into China in the early 20 th century, it attracted the attention of many educational scholars. From the data collected, although Montessori's pre-school education thought has been introduced in China for a hundred years, the theoretical research on it is mainly focused on Montessori's life, Montessori's educational thought, Introduction to the simple translation of teaching methods and teaching aids; Since the 1990s, although there has been some progress in theoretical research, it has mainly focused on the localization of Montessori preschool education or its application in practice. On the introduction of Montessori's preschool education thought in China and its influence, people have not made a deep and systematic study and discussion. This has influenced the understanding of Montessori's preschool education in China. The author puts forward this problem, hoping to arouse more people's attention to it. This paper tries to synthesize the research results and historical data, in the course of reviewing the introduction of Montessori's pre-school education thought in China, the influence of the introduction of Montessori's pre-school education thought on the Chinese preschool education is studied in the course of reviewing the course of the introduction of Montessori's pre-school education thought in China. And on this basis, Montessori's preschool education thought in China to do a superficial thinking. It is hoped that the study of this subject will make people have a comprehensive understanding of the introduction of Montessori's pre-school education in China and its influence, and at the same time provide more historical information for the scholars who devote themselves to the study of Montessori preschool education. From this point of view, the article is divided into four parts: the first part mainly analyzes the reason why Montessori's preschool education thought was introduced into China. The change of society, the demand of preschool education reform and the Montessori movement promoted the introduction of Montessori's preschool education thought in China. The second part reviews the history of Montessori's introduction of preschool education in China. The introduction of Montessori's preschool education in China is divided into four stages: the first stage from 1913 to 1949; the second stage from 1950 to 1977; the third stage from 1978 to 1989; The fourth stage, from 1990 to present, summarizes the present situation, contents, ways and characteristics of each stage. The introduction of Montessori's preschool education thought in China is outlined on the basis of summing up and summing up. The third part investigates and sums up the influence of Montessori's preschool education thought on Chinese preschool education after it was introduced into China. The positive influence is mainly reflected in the following aspects: the introduction has changed people's concept of preschool education; the introduction has provided a model for the reform of preschool education; the introduction has promoted the process of preschool education reform in our country. The negative effects are mainly reflected in two aspects: the introduction of preschool education causes blind imitation in the field of pre-school education and the intensification of people's utilitarian intentions. The fourth part aims at the problems existing in the introduction of Montessori's pre-school education thought, and makes a brief reflection on the introduction of Montessori's preschool education thought in China. On this basis, the author puts forward that the introduction must go out of the form of transplantation and imitation. Using the attitude of sublation to learn from the advanced educational thought of foreign countries; The introduction should make Montessori's preschool education theory research and application in practice go deep from the two latitudes of breadth and depth, at the same time, the introduction should combine with native culture, grasp the essence of thought, and not flow in the study and imitation of surface form.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G610

【引證文獻】

相關(guān)期刊論文 前1條

1 柳陽輝;;解放前蒙臺梭利學(xué)前教育思想在中國的影響[J];蘭臺世界;2012年33期

相關(guān)碩士學(xué)位論文 前6條

1 鄧艷華;蒙臺梭利教學(xué)法運用的個案研究[D];湖南師范大學(xué);2011年

2 盛于藍;福祿培爾“恩物”與蒙臺梭利“教具”的比較研究[D];浙江師范大學(xué);2011年

3 侯敬芹;蒙臺梭利兒童工作思想研究[D];西南大學(xué);2012年

4 朱文娟;蒙臺梭利教學(xué)法本土化探究[D];西南大學(xué);2012年

5 王海曼;顧樹森教育思想研究[D];西南大學(xué);2012年

6 董偉麗;蒙臺梭利教育法園本化的個案研究[D];沈陽師范大學(xué);2012年

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本文編號：2420900