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雷恩消防队主题曲:代寫英國教育專業termpaper:Chinese exploration of Froebel and Montess

時間:2019-08-12 10:14來源:未知 作者:anne 點擊:
Abstract 摘要 通過對兩位教育家兒童觀的梳理和比較,發現兩位教育家的兒童觀是不夠的,但具有時代意義。從時代的角度看,他們的思想必然有一定的局限性。弗羅貝爾和蒙臺梭利的孩子們的
Abstract 摘要
通過對兩位教育家兒童觀的梳理和比較,發現兩位教育家的兒童觀是不夠的,但具有時代意義。從時代的角度看,他們的思想必然有一定的局限性。弗羅貝爾和蒙臺梭利的孩子們的觀點對今天的教育仍然具有重要意義。時至今日,我國許多教育機構都吸收了蒙臺梭利教育的理念,建立了蒙臺梭利兒童教育機構。貝爾與蒙臺梭利思考與活動,幼兒園教學在教師的指導下與博弈中的矛盾,在現代教育中存在著爭議,這兩大問題仍然值得思考。
Through the carding and comparison of the view of the children of the two educators, It find that the two educationalists' concept of children is not enough, but it has the significance of The Times. From the perspective of The Times, their thoughts inevitably have certain limitations. The view of the children of Froebel and Montessori is still significant for today's education. To this day, many education institutions in our country have absorbed the idea of Montessori education, and established the education institution of Montessori children. Ferro bell and Montessori thought about and activities, kindergarten teaching under the guidance of teachers and the contradiction betIten the game, in the modern education there is a dispute, the two big problems still worth thinking about.
Introduction 介紹
最新一期《幼兒園教育指導意見(試行)》鼓勵幼兒園根據當地特點選擇和設計課程,相當一部分幼兒園沒有自主設計課程的能力,這是一種盲目模仿,刻意模仿。新現象。尤其是面對快速的國外教育模式,在相當多的幼兒園和教師沒有真正了解新課程的意義的情況下,用少量的新課程盲目抄襲,從而在模式中迷失了新課程的本土化。蒙臺梭利教育模式在世界學前教育體系中的重要地位,并日益受到重視,我國學前教育界如何借鑒蒙臺梭利教育模式,如何使蒙臺梭利教育模式的中國化成為教育界關注的焦點。ERTS和學者和從業者(Patton,2014,第250頁)。
The latest issue of the kindergarten education guidelines (try out) "to encourage kindergartens to choose and design course based on the characteristics of local, hoItver, quite a number of kindergarten did not have the ability to independent design course, this is a blind imitation, deliberately seek new phenomenon. Especially in the face of rapidly foreign education mode, in quite a number of kindergarten and teachers did not really understand the meaning of the new curriculum, cases, with a smattering of new curriculum blindly copying, thus lost in the model without the localization of the new curriculum. Montessori education mode in the world the important position of preschool education system, and has been increasingly, preschool education circles in China know how to draw lessons from Montessori education mode and how to make the sinicization of Montessori education mode becomes the focus of experts and scholars and practitioners (PATTON,2014, P250).
“兒童觀是兒童哲學層面上的一般觀和基本觀”,不同的生活背景和經歷在弗羅貝爾和蒙臺梭利的不同方面創造了不同的兒童觀。他有一個非常悲傷的童年。他出生在牧師家,父親忙于工作,母親在他不到一歲時去世,繼母虐待他。他性格內向,叛逆,渴望溫暖和愛。蒙臺梭利是一個天主教家庭的孩子,從小就有開朗的性格。在她上學的過程中,她的父母切斷了她的經濟來源,因為她破壞了家庭安排?;粢撂?,她仍然努力完成學業,從而創造了她堅強的個性。不幸的是,生活并沒有把他們變成惡魔。他們渴望得到關注和愛,轉而關心兒童和兒童。貝爾在我叔叔的幫助下,到了哥倫比亞大學丁根分校的教區學校進行礦物學研究,他發現了礦物結晶的規律性,受到啟發,認為人應該與自然發展規律性的東西是由內而外的,相信遺傳因素是決定人的水平的主要因素。在擔任瑞士院長期間,他對實踐中的兒童有了新的認識,并相信他的母親在兒童的發展中具有不可替代的作用。蒙臺梭利參與了低能量兒童的研究,因此與教育有關。”兒童智力殘疾的主要問題是教育問題,而不是醫療問題,”她說。隨著低能兒童研究的深入,她開始思考這一領域的正常兒童教育,并對正常兒童的發展提出了一些看法,她認為“兒童的生活是由生物遺傳決定的”。法律“環境是第二個促進或抑制作用的環境”(Deluca&Hughes,2014,p96)。由此可見,孩子們對二者的看法是基于他們早期的生活經歷和當時的社會環境。在一個相似而不同的生活經歷中,兩位教育工作者對兒童形成了相似而不同的觀點,如兒童心理發展的動態觀和兒童發展階段。
"The concept of children is the general view and basic view of children on a philosophical level." The different backgrounds and experiences of life have created different views of children in the different aspects of Froebel and Montessori. He had a very sad childhood. He was born in a pastor's family, his father was busy with work, his mother died when he was less than a year old, and his stepmother abused him. He was introverted and rebellious, and longed for warmth and love. Montessori is a child of Catholic family and has a cheerful disposition since childhood. In the course of her schooling, her parents cut off her financial resources because she broke the family arrangement. HoItver, she still managed to complete her studies with her own efforts, thus creating her strong personality. Unfortunately, life doesn't turn them into demons. They crave attention and love, and turn to caring for children and children. Ferro bell, with the help of my uncle to the parish school at the university of Columbia dingen mineralogy study, he found the regularity of mineral crystallization, inspired by, and that man should be development regularity with nature thing is from the inside out, believe that genetic factors are the main factors to determine the level of people. During his tenure as dean in Switzerland, he developed a new understanding of children in practice and believed that his mother had an irreplaceable role in the development of children. Montessori was involved in the study of low-energy children, and therefore was associated with education. "The main problem with children's intellectual disability is the education problem, not the medical problem," she said. With the deepening of the research of low-energy children, she began to think about the education in normal children in this area, and puts forward some views on the development of normal children, she believes that "the child's life is developed according to the determination of biological genetic laws" environment is the second, to promote or inhibit role (DeLuca & Hughes, 2014, P96). It can see that the children's views of the two are based on their early life experiences and the social environment at that time. In a similar and different life experience, two educators have developed a similar and different view of children, such as the dynamic view of children's psychological development and the stage of child development.
Froebel and Montessori
Montessori has a systematic exposition of education, education philosophy and children's view and education view. As for the purpose of education, Montessori believes that no one is out of education, and you have to be yourself. In the early childhood, education was not intended to put some selective facts into children, but to cultivate their spontaneous learning desire. Montessori has a unique perspective on how to look at children: childhood is a complete individual. Montessori believes that children are not a dull life that depends on adults, not an empty container that needs to be filled by adults. It is children who create adults, do not experience childhood, do not pass the creation of children, there is no adult. She sees children as the source of love, and the child as the awakening of the adult spirit (Aslanian, 2015, P160).. Montessori believed that children had a mental development pattern long before they born. She called children the essence of this natural spirit embryos, this spirit is the embryo will only show in the process of development, and must have two conditions: first, children must depend on the overall relationship with the surrounding environment, including things with people. Only through this kind of communication can he know himself, understand the boundaries of the environment, and develop a complete personality. Second, children need freedom. So education has to start at birth. Although children are born with a spiritual development model that can lead him to grow, he does not have a behavioral pattern that guarantees success. Humans have a natural sensitivity that, if awakened too late, will damage the relationship betIten children and the environment. Montessori proposed eight child development law of nature: "work" rules, independent, attention, willpoItr, intelligence development, imagination and creativity, emotional and spiritual life, and growth stage. Montessori believes that the new education should include three factors: teachers, the environment and children. Children's body and mind are the result of the interaction betIten the individual and the environment. Only in a certain environment can children find something suitable for their natural development. Montessori stressed the importance of the environment. Therefore, it is necessary to establish a "prepared" environment that will enable children's physical, intellectual and personal development. For Montessori, schools should be such a "prepared environment". The environment has six elements, including: the concept of freedom, structure and order, truth and nature, beauty and atmosphere, Montessori teaching materials and the development of group life (Platz, & Arellano, 2011, P61). The idea of Montessori education is similar to that of many educators in our country. Therefore, its ideas are increasingly recognized by Chinese young educators and accepted by all.


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