本文選題：蒙氏教育 + 兒童��； 參考：《魯東大學(xué)》2014年碩士論文

【摘要】：學(xué)前教育是基礎(chǔ)教育的基礎(chǔ)，學(xué)前教育質(zhì)量的好壞直接關(guān)系到兒童今后的發(fā)展。20世紀(jì)90年代開始，，蒙臺梭利教育模式在中國快速興起，但由于當(dāng)前的經(jīng)濟社會形勢和社會價值觀的影響，以及中西方歷史文化與教育思想的差異，蒙氏教育在我國幼兒園的應(yīng)用和推廣中還伴隨著一些問題，只有解決好這些問題，才能使百年蒙氏教育在中國真正生根發(fā)展，惠及中國兒童和民族未來。 為此，本文通過對煙臺市芝罘區(qū)幼兒園實施蒙氏教育的情況進行調(diào)查研究。通過調(diào)查發(fā)現(xiàn)76.12%的孩子喜歡蒙氏教育的課程，64.18%的孩子課后很興奮，經(jīng)�；貞浰鶎W(xué)的知識，說明“以兒童為中心”的蒙氏教育模式是具有強大生命力和發(fā)展前景的。同時，我們也發(fā)現(xiàn)了蒙氏教育在幼兒園的開展中在教育理念、教學(xué)組織、師資配備等方面還存在的一定的問題，如：“教具教學(xué)”現(xiàn)象嚴重，教學(xué)指導(dǎo)不到位；組織形式保守傳統(tǒng)，混齡教育未能推行；教師專業(yè)化程度不高，繼續(xù)教育資源不足；家校溝通渠道不暢，教育合力未能形成；教育本土化研究欠缺，教育實踐創(chuàng)新乏力。 對于上述問題，本文提出了相應(yīng)的對策，一是把蒙氏教育的精髓展現(xiàn)在教學(xué)活動中；二是堅持探索開展蒙氏混齡教育；三是建設(shè)數(shù)量充足、專業(yè)化程度高的教師隊伍；四是讓家長也成為蒙氏教育“指導(dǎo)教師”。五是加強蒙氏教育本土化和創(chuàng)新實踐研究。希望通過對蒙氏教育的本土化、現(xiàn)代化發(fā)展，使蒙氏教育能夠揚長避短，煥發(fā)出新的生機，為中國的學(xué)前教育事業(yè)作出貢獻。
[Abstract]:Preschool education is the foundation of basic education. The quality of preschool education is directly related to the future development of children. Since the 1990s, Montessori education model has been rising rapidly in China. However, due to the influence of the current economic and social situation and social values, as well as the differences between Chinese and Western historical culture and educational thoughts, there are still some problems in the application and promotion of Mongolian education in Chinese kindergartens. Only in this way can the century of Mongol education take root and develop in China and benefit Chinese children and the future of the nation. Therefore, this article carries on the investigation research to the Yantai Zhifu District Kindergarten to carry on the Mongolian education situation. It is found that 76.12% of the children like the Montessori education curriculum 64.18% are very excited after school, often recall the knowledge learned, and show that the "child-centered" Montessori education model has a strong vitality and development prospects. At the same time, we also find that there are still some problems in educational concept, teaching organization and teacher allocation in the development of Mongolian education in kindergarten, such as: "teaching aids teaching" phenomenon is serious, teaching guidance is not in place; Organization form conservative tradition, mixed-age education failed to carry out; teachers' specialization degree is not high, continuing education resources are insufficient; home and school communication channels are not smooth, education cooperation has not formed; education localization research is lacking, education practice innovation is weak. For the above problems, this paper puts forward the corresponding countermeasures, one is to show the essence of Mongol education in teaching activities, the other is to persist in exploring and carrying out the mixed age education of Mongol, and third, to build a team of teachers with sufficient quantity and high specialization. Fourth, let parents also become Montessori education, "guidance teacher." Fifth, strengthen the study of Mongol education localization and innovation practice. It is hoped that through the localization and modernization of the Mongolian education, the Mongolian education will be able to promote its strengths and circumvent its weaknesses, and bring forth new vitality and contribute to the cause of preschool education in China.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G612

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