蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)及其影響
發(fā)布時(shí)間：2019-02-12 23:22
【摘要】： 蒙臺(tái)梭利學(xué)前教育思想于20世紀(jì)初引入中國(guó)后,引起了眾多教育學(xué)者的關(guān)注。從收集的資料來(lái)看,蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)雖歷經(jīng)百年,人們對(duì)其的理論研究主要集中在蒙臺(tái)梭利的生平、蒙臺(tái)梭利教育思想、教學(xué)方法和教具的簡(jiǎn)單翻譯介紹上;20世紀(jì)90年代后,理論研究雖有一些進(jìn)展,但主要圍繞蒙臺(tái)梭利學(xué)前教育本土化問(wèn)題或其在實(shí)踐中的應(yīng)用展開(kāi)的,關(guān)于蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)歷程以及引進(jìn)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(wú)形中影響了國(guó)人對(duì)蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)歷程以及引進(jìn)所產(chǎn)生的影響等問(wèn)題的了解程度。筆者提出這一問(wèn)題,希望能激起更多人對(duì)此問(wèn)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(tái)梭利學(xué)前教育思想在中國(guó)引進(jìn)歷程的過(guò)程中,對(duì)蒙臺(tái)梭利學(xué)前教育思想的引進(jìn)對(duì)中國(guó)學(xué)前教育產(chǎn)生的影響進(jìn)行的研究,并在此基礎(chǔ)上對(duì)蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)做粗淺的思考。希望本課題的研究使人們對(duì)蒙臺(tái)梭利學(xué)前教育思想在我國(guó)的引進(jìn)歷程以及產(chǎn)生的影響有全面的認(rèn)識(shí)和了解,同時(shí)為致力于蒙臺(tái)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(gè)角度出發(fā),文章分四個(gè)部分加以論述: 第一部分主要分析蒙臺(tái)梭利學(xué)前教育思想引進(jìn)中國(guó)的原因。社會(huì)的變革,學(xué)前教育改革的需求和國(guó)外興起的蒙臺(tái)梭利運(yùn)動(dòng)推動(dòng)了蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)。 第二部分回顧蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的百年引進(jìn)歷程。文章把蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)分為四個(gè)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(duì)每個(gè)階段引進(jìn)的現(xiàn)狀、引進(jìn)的內(nèi)容、引進(jìn)的途徑、引進(jìn)的特點(diǎn)進(jìn)行了歸納、總結(jié)。在歸納、總結(jié)的基礎(chǔ)上勾勒出蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)歷程。 第三部分考察和歸納了蒙臺(tái)梭利學(xué)前教育思想引進(jìn)中國(guó)后對(duì)中國(guó)學(xué)前教育產(chǎn)生的影響。積極地影響主要表現(xiàn)在:引進(jìn)改變了人們的學(xué)前教育觀念;引進(jìn)為學(xué)前教育改革提供了可資借鑒的模式;引進(jìn)推動(dòng)了我國(guó)學(xué)前教育改革的進(jìn)程。消極影響主要表現(xiàn)在引進(jìn)造成學(xué)前教育實(shí)踐領(lǐng)域盲目效仿,同時(shí)導(dǎo)致人們辦園功利心的加劇兩個(gè)方面。 第四部分針對(duì)蒙臺(tái)梭利學(xué)前教育思想引進(jìn)歷程中存在的問(wèn)題,對(duì)蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的引進(jìn)作粗淺的反思,在此基礎(chǔ)上提出引進(jìn)必須走出移植、模仿的形式,以揚(yáng)棄的態(tài)度來(lái)借鑒國(guó)外的先進(jìn)的教育思想;引進(jìn)要從廣度和深度兩個(gè)緯度使蒙臺(tái)梭利學(xué)前教育理論研究和在實(shí)踐中的應(yīng)用走向深入;同時(shí)引進(jìn)要與本土文化相結(jié)合,抓住思想的實(shí)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(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G610
本文編號(hào)：2420900
[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(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G610
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 柳陽(yáng)輝;;解放前蒙臺(tái)梭利學(xué)前教育思想在中國(guó)的影響[J];蘭臺(tái)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(tái)梭利教學(xué)法運(yùn)用的個(gè)案研究[D];湖南師范大學(xué);2011年
2 盛于藍(lán);福祿培爾“恩物”與蒙臺(tái)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(tái)梭利兒童工作思想研究[D];西南大學(xué);2012年
4 朱文娟;蒙臺(tái)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(shù)森教育思想研究[D];西南大學(xué);2012年
6 董偉麗;蒙臺(tái)梭利教育法園本化的個(gè)案研究[D];沈陽(yáng)師范大學(xué);2012年
，本文編號(hào)：2420900
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