生态学视野下的蒙台梭利环境探析

中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑ChineseMaster'sThesesFull-textDatabase2011,No.S1SocialSciencesⅡH128-1-1生态学视野下的蒙台梭利环境探析梁奇学位授予单位:陕西师范大学;学科专业:学前教育学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。关键词：生态学;;蒙台梭利;;环境中图分类号：G610AbstractOneofthethreemainfactorsofMontessoriEducationalMethodis"tocreateasuitableenvironmentforchildren".Itspreparationofenvironmentmakesitpossibleforchildrentolearnindependentlyand导师:彭海蕾；导师单位:陕西师范大学\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-2concentratedly.Withthepassingoftimeandspace,MontessoriEducationalMethodshouldbeappliedthroughalocalizationprocessandecologyisinfavourinpreschooleducationtodaybecauseofit'scharacteristicsof"beingStudiedinthecontext".TheanalysisbasedontheMontessori'stheoryandexistingconditionthroughtheviewpointofecologyenvironmentcanprovidesomeviewstothepracticeofmontessori'senvironment.AfterthequestionnairewhichisfocusedontheMontessori'senvironmentalissuesof60preschoolteachersin20kindergartens,theauthorfound:theMontessori'senvironmentitslocalhasbeenadjustedaccordingtoenvironmentinthelocalchanged.TheMontessori'senvironmentbasedonphysicalenvironmentandmentalenvironmentisn'tthesourcebasedonchildren'slearningneedsratherthantheteachers'preparation.Infants'actionisstillunderthecontroloftheirteachersandtheirindependenceisn'tdevelopedenoughandthematerialdevelopmentcannotmeettheneedsofchildren.Themontessori'scurriculumwithenvironmentalmaterialshasbecomeakindofteaching.modelwhichhasbeenmergedintothedailylivesofyoungchildrenasanindependentcourse.Strictlyspeaking,itisnotmontessori'steachingbutapplyingsomemontessori'selementsintoourdailyeducation.Inaddition,itisonlyadynamicchangeable"dot"inthiscontinuousquantityfrommontessorieducationtothetraditionaleducationwhichisdifferentfromtraditionalteaching.SomeaspectsbelongtoMontessorieducationalmodel,somebelongtotraditionalteachingmodelandstillothersareintwocontinuousvariables.CurrentMontessori'senvironmenthasbecomeakindofauxiliary,insteadofleadingpart.ByputtingthetheoryofecologyandMontessori'senvironmentinorder,theauthorsetsupthreeecologicalsystemsinfluencingthedesignofMontessori'senvironment:theindividualdevelopmentalecologicalsystem:itconsistsindividualPhysicalandmentalgrowingrulepointingtochildren'sdevelopmentandpeerrelationship.Socialenvironmentalecologicalsystem:allkindsofecologicalsystemoutsidetheindividualdevelopmentalecologicalsystemincludethemicrosystemconsistedbysomecurriculumsineducationalsystem,midlesystemconsistedbysurvivalproblemsofnurseryandouterfieldsystemconsistedbythewholesocialatmosphere.Historicalandculturalecologicalsystem:thelargesystemaffectingtheperson'sbehaviorisalsoaffectedbyhistoricalandculturalheritagejustasthetheoryofanthropologyandthetheoryofhumandevelopmentalculturalessencehaveemphasized.Byanalyzingthecurrentsituationbasedonthethreesystems,theauthorpointedoutthechangerablereasonandthestandardsoftheMontessori'senvironment,thenputsforwardsuggestionsoflocalizationalstrategy.ReasonsofMontessori'senvironmentalalienationinvolve:PersonalgrowthecologicalsystemisthatunqualifiedteacherscouldnotestabilishtheMontessori'senvironmentcompletely.Socialenvironmentalecologicalsystemisthatexam-orientededucationmakestheMontessori'senvironmentdevelopetowardsthedirectionofthequicksuccessandinstantbenefits.HistoricalandculturalecologicalsystemisthatthehistoricalimpactoftheimperialexaminationsystemmakestheMontessori'senvironmentForeignization.StandardsofMontessori'senvironmentshoudbe:Personalgrowthecologicalsystemisthefactthatrespectingthenatureofchildrenandmasteringthelawofchildren'seducationisthefundamentalpurposeofeducation.Socialenvironmentalecologicalsystemmeansthattheestablishmentofscientificeducationaltheoryisagoldenkeytoenabletheecosystemofthesocialenvironment.HistoricalandculturalecologicalsystemistolearnadvantagesandmakeupfordisadvantagesintheconnectionbetweenChinesecultureandwesternculture.Suggestionsoflocalizationalstrategyinvolve:Personalgrowthecologicalsystemiswiththepurposetoenhancetheeducationaltheoryandmastereducationalmethodwhichistheprerequisitefortheimplementationofscienceeducation.Socialenvironmentalecologicalsysteminvolvescoordinatingexamination-orientededucationandqualityeducationtomovetowardintegrationbythebinaryopposition.HistoricalandculturalecologicalsystemtomeansweshoudputtheessenceofMontessorieducationintolocalculture.KeyWords：ecology;;montessori;;environment\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-3目录第1章总论····················································································································································51.1研究的缘起············································································································································51.2研究的意义············································································································································51.2.1理论意义·········································································································································51.2.2实践意义·········································································································································61.3文献综述················································································································································61.3.1国内研究·········································································································································61.3.2国外研究·········································································································································91.4研究方法···············································································································································121.4.1研究目标和研究内容······················································································································121.4.2研究方法和研究过程······················································································································12第2章生态学理论下蒙氏环境生态系统的构架···························································································172.1生态学理论············································································································································172.1.1巴克和赖特的生态心理学··············································································································172.1.2莱文和韦斯纳的文化人类学··········································································································172.1.3布朗芬布伦纳的人类发展生态学··································································································172.1.4海恩德的复杂社会关系多层次结构理论·······················································································182.1.5贝特森的生态认识论······················································································································182.1.6罗高福的人类发展的文化本质理论······························································································182.2蒙氏环境生态系统的构架·····················································································································19第3章运用生态学分析蒙氏理论与蒙氏环境现状的关联点·······································································203.1蒙氏环境现象本土化与异化的事实认知·····························································································203.1.1生态学视野下的蒙氏理论··············································································································203.1.2对照蒙氏环境理论看蒙氏环境现状······························································································223.2生态学视野下蒙氏环境异化的原因认知·····························································································313.2.1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···················································313.2.2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···········································343.2.3历史文化生态系统:科举制度的历史影响使蒙氏环境异化···························································383.3在生态学理论下蒙氏环境的标准认知·································································································383.3.1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································393.3.2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································393.3.3历史文化生态系统:在中西文化交融中取长补短··········································································41第4章生态学视野下促进现有蒙氏环境改善的策略···················································································424.1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···························424.1.1教师需提升课程编排的"内化"水平,缩减课程规模·······································································424.1.2丰富幼儿的动手操作材料,提升教学内容的物化程度···································································434.2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·········································454.2.1微系统:思想上不排斥基础知识的重要性······················································································464.2.2中间系统:满足家长需求和提升教师专业水平协同发展·······························································47\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-44.2.3外系统:加大教育经费投入,举办高质量的各类教育培训······························································474.3历史文化生态系统:将蒙氏教育精髓植根于本土文化·········································································484.3.1吸取蒙氏教学法的精华,美人之美·································································································494.3.2顺应时代与本土文化,各美其美·····································································································494.3.3慎重对待"异文化",美美与共··········································································································50结语··································································································································································52参考文献··························································································································································53附录··································································································································································57攻读硕士学位期间的研究成果·······················································································································59\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-5\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-6\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-7\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-8\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-9\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-10\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-11\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-12\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-13\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-14\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-15\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-16\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-17\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-18\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-19\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-20\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-21\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-22\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-23\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-24\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-25\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-26\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-27\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-28\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-29\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-30\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-31\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-32\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-33\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-34\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-35\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-36\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-37\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-38\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-39\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-40\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-41\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-42\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-43\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-44\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-45\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-46\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-47\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-48\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-49\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-50\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-51\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-52\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-53\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-54\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-55\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-56\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-57\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-1-58\n第S1期梁奇：生态学视野下的蒙台梭利环境探析H128-1-59\n\n\n\n\n\n\n\n\n