生态学视野下的蒙台梭利环境探析

发布时间：2018-08-30 08:16

【摘要】： 蒙台梭利教育方法中的三大要素之一就是“为儿童创设一个适宜的环境”,正是因为其环境的有准备性,使幼儿能够自主而专注地学习。随着时光空间的转移,蒙氏应用要经过一个本土化的过程,而生态学正是因为“在情境中研究”的特点而备受当今幼教同仁的青睐.从生态学的角度对蒙氏环境理论与现存状况进行剖析,可以为蒙氏环境的实践提供点滴见解。笔者在对西安市20所蒙氏幼儿园60名教师就蒙氏环境创设问题进行调查问卷摸底之后,重点观察了3所最具影响力的省级示范幼儿园,发现：幼儿园的蒙氏环境根据其所处环境进行了本土化调整,以物质环境与精神环境为基础的蒙氏环境不是以儿童学习需要为来源,而是以教师的预设为主,幼儿仍然在教师的控制下活动,他们的自主性并没有充分地发挥出来,环境中材料的开发尚不能满足孩子的需求,以环境材料为基础的蒙氏课程成为一种教学模式融入到幼儿日常一日生活中,作为独立的一门课程出现。严格地说,它已经不是蒙氏教学了,只是将蒙氏的一些元素迁移到了我们日常教育中。但它同时又不同于传统教学,而是一个从蒙台梭利教育到传统教育这个连续量之间动态变化着的“点”,有些方面属于蒙氏教学模式,而有些方面则仍是传统教学,还有些方面处于这两个连续量之间。蒙氏环境的现状在蒙班其实已经成为了一种辅助,而不是主导。笔者在梳理蒙氏环境理论和生态学理论的基础上，，提出影响蒙氏环境创设的三个生态系统——个人成长生态系统：由个人自身身心成长规律所构成的生态圈,指向幼儿发展与同伴关系。社会环境生态系统：由个体以外的各类生态系统构成,其中包括教育体系内部各课程之间构成的微系统、由幼儿园的生存问题构成的中间系统和整个社会大气候构成的外系统。历史文化生态系统：正如文化人类学和人类发展的文化本质理论所强调的,影响人的行为的大系统又同时受到其历史和民族文化积淀的影响。笔者根据这三个系统对现状进行分析,指出蒙氏环境异化的原因以及蒙氏环境的标准,同时根据标准提出本土化策略建议。蒙氏环境异化的原因在于：个人成长生态系统：不合格的蒙氏教师无法彻底创设蒙氏环境；社会环境生态系统：应试教育使蒙氏环境向着急功近利的方向发展；历史文化生态系统：科举制度的历史影响使蒙氏环境异化。蒙氏环境的标准应该是：个人成长生态系统：尊重儿童天性、掌握儿童教育规律是教育的根本宗旨；社会环境生态系统：建立科学教育学是使社会环境生态系统畅通的金钥匙；历史文化生态系统：在中西文化交融中取长补短。本土化策略有以下几点：个人成长生态系统：提升教师理论素养、掌握教育方法是科学教育学实施的前提；社会环境生态系统：协调应试教育与素质教育,使其由二元对立走向融合；历史文化生态系统：将蒙氏教育精髓植根于本土文化。
[Abstract]:One of the three main elements of Montessori's educational method is to create a suitable environment for children. It is precisely because of the preparation of the environment that children can learn independently and attentively. From the point of view of ecology, this paper makes an analysis of Montessori's environmental theory and its existing situation, which can provide some insights for the practice of Montessori's environment.
After investigating 60 teachers of 20 Montessori kindergartens in Xi'an on the creation of Montessori environment, the author focuses on the observation of three most influential provincial demonstration kindergartens. The environment is not based on children's learning needs, but mainly on teachers'presupposition. Young children are still under the control of teachers. Their autonomy has not been fully developed. The development of environmental materials can not meet children's needs. The Montessor curriculum based on environmental materials has become a teaching model integrated into children's daily life. In daily life, as an independent course, it has emerged. Strictly speaking, it is no longer Montessori's teaching, but the transfer of some elements of Montessori to our daily education. On the one hand, it belongs to Montessori teaching mode, on the other hand, it is still traditional teaching mode in some aspects, and on the other hand, it is between the two continuous quantity.
On the basis of combing the theory of Mong's environment and ecology, the author puts forward three ecosystems that affect the creation of Mong's environment: the ecosystem composed of the law of individual's physical and mental growth, which points to children's hair. Exhibition and peer relationships. Social environmental ecosystems: ecosystems consisting of various types of ecosystems outside the individual, including the micro-systems within the educational system, the intermediate systems consisting of the survival problems of kindergartens, and the external systems consisting of the entire social climate. Historical and cultural ecosystems: as in cultural anthropology and human beings. The theory of cultural essence of human development emphasizes that the large system that influences human behavior is influenced by its history and national culture. The author analyzes the present situation according to the three systems, points out the reasons for the alienation of Mong's environment and the criteria of Mong's environment, and puts forward some suggestions on localization strategy according to the criteria.
The reasons of Mong's environmental alienation lie in: personal growth ecosystem: unqualified Mong's teachers can't create Mong's environment completely; social environment ecosystem: examination-oriented education makes Mong's environment develop in the direction of quick success and instant benefit; historical culture ecosystem: the historical influence of imperial examination system makes Mong's environment alienated.
The standard of Mong's environment should be: individual growth ecosystem: respecting children's nature and mastering children's education law is the fundamental purpose of education; social environment ecosystem: establishing scientific pedagogy is the golden key to make the social environment ecosystem smooth; historical and cultural ecosystem: learning from the blending of Chinese and Western cultures.
The localization strategy has the following points: the personal growth ecosystem: to enhance teachers'theoretical literacy, master the educational method is the premise of scientific pedagogy implementation; the social environment ecosystem: to coordinate examination-oriented education and quality education, so as to make it from binary opposition to integration; the historical and cultural ecosystem: to root the essence of Montessori education in the native land Culture.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G610

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