Once again, I opened Montessori's Looking for Children and had a new experience. Montessori pays attention to children, appreciates them and cultivates them. She started "Children's Home" and systematically carried out educational experiments, which deserves to be called "the greatest female educator in history". She believes that "all the secrets of nature are in children's minds." In this book, she tries to find new ways to understand and love children. She described the characteristics of children and taught them how to arouse their enthusiasm for learning more fully.
Through Montessori's systematic educational experiment, amazing changes have taken place in children with mental retardation and shocking educational effects have been achieved, which cannot but arouse our reflection. At present, most of the educational objects in our school are normal children, so should their development level far exceed them? However, the actual situation, the constraints of system and examination, the neglect of personality and emotion, the lack of practice and innovation, the emphasis on cognition and emotion, the emphasis on elites and the neglect of the public ... The practical problems are deeply troubling us. How should our education be optimized?
Under the class teaching system, several teachers are responsible for the education and teaching of forty or fifty children in a class, requiring children to abide by the same system, study the same courses and take the same exams. Some of these children are clever and sensible, some are warm and generous, and some are naughty and stubborn, which can be described as different personalities. In every class under the same teaching mode, every teacher can not hesitate to name a few well-known names of underachievers, and then analyze their behavior and the deep impression they left on the teacher from all aspects. I still remember that in the first few years of work, in order to make children abide by the requirements of school rules and regulations, I often used the teacher's "rights" to repeat the argument that "I am doing it for your own good". Sometimes I preach to children who make repeated mistakes seriously, and sometimes I criticize them in a stormy way, trying to dominate their external behavior, hoping to see them follow the rules, but the effect is not obvious.
I am exhausted, but the children are still playing the same old tune. Once, when the teacher was away, the idleness of the children surprised me greatly. After talking to those two boys, I finally figured out why they are gentle when the teacher is around and they will make a scene when the teacher is not around. In their view, the reason for being punished turned out to be "because the teacher is not disciplined." It seems that blindly asking children to obey the rules without knowing their inner feelings can not only promote their development, but also lose the opportunity to communicate with them. This is definitely not what we educators want to see.
We must change this way of education. We should make children understand that the ultimate goal of good behavior is because it is right, not because of fear of punishment or hope for reward. We should try our best to explore the educational methods of wisdom art. When children's words and deeds deviate, observe, understand, guide and help them instead of intervening in the form of suggestions, advice, orders and questions.
Montessori believes that the real purpose of education is to "prepare for future life". Therefore, in the long run, we must change our educational concept, change exam-oriented education into quality education, and change from paying attention to knowledge to paying attention to children's emotional and moral development, so as to lay the foundation for children's lifelong growth and prepare for their future life. Instead of just seeing the present, we only pay attention to the learning effect and external performance. Maybe we can change the way of respect and equality, and try our best to conquer children through inner guidance, just like guiding adults. According to the characteristics of children, teach students in accordance with their aptitude. For example, the mood of children in lower grades changes greatly, and teachers can infiltrate the educational content into meticulous care, and add artistic educational methods to strive to achieve the optimization of education. "Learn from your teacher and believe in it". Children will work harder when they think that teachers care about themselves. Love and education are necessary "nourishment" for children's growth.
Montessori also believes that "if physical care can make a child enjoy the happiness brought by physical health, then wisdom and moral care can lead him to a higher level of spiritual happiness." As educators, we should not only care about children's physical health like relatives, but also accurately grasp students' psychological world. Listen to their thoughts, understand their needs, and agree with their fragility and imperfection. At the same time, educators should shoulder the responsibility of educating children and constantly explore strategies to lead children's wisdom growth and moral cultivation. Carefully design various educational activities to stimulate students' interest and motivation, correct students' bad habits in the activities, and promote children's all-round and healthy development.
I believe that as long as we educators are good at discovering children's "secrets", then in the end, every child can move towards a bright future.
Reflections on Montessori's Discovering Children 2 "The internal driving force to promote world progress is often hidden in people's minds."
Teachers work with children one by one, not a group of animals or a plant. Interest and love, like sunshine and air, provide nutrition for teachers' work.
Teachers must awaken the love of worshipping nature in their hearts. Arouse the interest of observing and studying children. The purpose of awakening inner work-to prepare for children's future life, not to prepare for children's subject test scores or grades. Of course, in an environment suitable for children's growth, teachers have the responsibility to guide children's behavior, so it is wrong to let children stand still and wait for their future life.
"Children are in the period of establishing educational and cultural foundation." Teachers should have the spirit of scientists, observe and study the direct information of children's behavior, and observe the performance of children's intelligent life when they are awakened, so as to be targeted and educate children well.
Teachers should allow children to develop freely, should not disturb the growth order of children in line with the law of mental development, and should realize that the liberation of children's physical and spiritual levels is the most fundamental factor of freedom.
Reward and punishment are the authority that teachers use to restrain children "to force them to consolidate their understanding of world rules" and "to make children obey their own wishes". It is easy to stimulate children's abnormal psychology. In school, only children who behave well can be rewarded. "This will only arouse children's pride, jealousy and hostility, and will not produce the hard work, modesty and love that everyone can experience." Teachers should guide children with love and inspiration, and any child should be rewarded.
A true story tells how jealousy and hostility stimulate children's abnormal psychology. A student got a hundred points in the exam and went home to cry. Mother asked her, "Why are you crying when you take the exam 100?" The daughter said, "Because another classmate also got a hundred points." This jealous attitude makes children lose modesty and love, and education loses its meaning.
Look at yourself through your children and grow up with them.
"He will learn the ways and methods of education from children, that is, how to improve himself and become a real teacher from children."
Reflections on Montessori's Discovering Children 3 maria montessori is a world-famous early childhood educator, and her original Montessori Early Childhood Education Law has also profoundly influenced the whole world. Recently, I also carefully read her classic children's book Looking for Children, which reveals new ideas and methods of understanding and loving children. Montessori believes that every child has the need to observe, react to the outside world, learn, concentrate and even leave himself alone. In this book, she describes the characteristics of children and how to fully stimulate and make use of their innate enthusiasm for learning. These are all worth studying and studying.
In this book, I deeply feel what a "teacher of the new era" should do. As a kindergarten teacher, this is exactly what I need, not a flashy long speech, but an example close to our educational life, which is a problem I encountered in my work. With such guidance, it is like having a bright light to illuminate the road ahead in the dark. It is mentioned in the book that "education should explore appropriate methods to guide children to learn naturally without knowing it."
Although we are also studying the real teaching method, it is always one-sided and superficial. It is impossible to use theory completely, but it is really impossible without theory. Many teachers ask, is it enough to present teaching AIDS to children in a gentle and encouraging way? His school is not like this. In Montessori school, it is the environment itself that educates children. The teacher just let the children interact with the environment directly and demonstrate how to guide them to use props. If this learning method is only used in other teaching methods, it is absolutely impossible to succeed. We will only hear the teacher shout "Quiet" and "Don't move". Are these our teaching terms? How effective these imperative teaching can be.
Of course, we should believe that education should seek appropriate methods. I always complain that children are too difficult to discipline nowadays. In fact, we haven't found an educational method suitable for contemporary children. The success of Montessori teaching method lies in that it enables children to operate and learn spontaneously, and is affirmed by their earnest and diligent attitude in learning new skills. Obeying orders must be based on a complete personality. "Teachers who lack teaching experience will define the responsibility of education as" teaching ".
In fact, this idea is quite different from the fact, because the responsibility of every teacher is far more important than this. Because teachers have the responsibility to guide children's spiritual development, we can't just understand them when observing children. The teacher's observation ultimately helps the child's presentation ability, which is the only purpose of observation. "I think it is not easy to be a teacher in the new era. First of all, I think teachers must know how to distinguish children's attention. " Interest is the best teacher "is absolutely correct. The second is to respect students. For teachers, the most important thing is that teachers should always pay attention to children and carefully arrange the learning environment. Love and insight are undoubtedly the magic weapon for teachers to win.
The chapter "Let children be their own masters" in this book also deeply touched me. The article says that children's activity process can be represented by a graph. Draw a parallel line on the paper to indicate that the child is resting. Above the parallel line, it means disciplined activities. The lower part of the parallel line represents random and irregular activities, and the direction of the curve represents the length of time. Children's Home did this experiment. When a child enters the classroom, he usually stays quiet for a while and then starts looking for something to do. Therefore, first draw a curve to represent regular activities. Then the children got tired of playing and the activities began to be a little chaotic. At this time, the curve will be drawn below the parallel lines until it falls on the irregular part of their activities. Then the child will change to a new activity, and the curve will rise to a place with regular activities again, and then fall below the parallel line when he doesn't want to play.
Therefore, if teachers can respect children's freedom in activities and have confidence in children; If the teacher can put aside what he has learned; If the teacher can be modest, don't take his guidance as a necessity; If teachers know how to wait patiently, they will surely see a brand-new change in children. Only when the teacher discovers the undiscovered potential in the child's mind can the child's restless mood be calmed down.
This reminds me of the children in the big class I am taking now. They are interested in independent games, but they often lose interest after a long time of enthusiasm. When they are no longer interested in their chosen activities, they will bicker with their peers or tease the peers sitting next to them, thinking about changing activities. When they lose interest in every activity, they will wander around or come to the teacher impatiently. Some children will be lonely and stop taking part in activities.
In the past, I always let my child play other games as a commander or let him stick to it. But through studying this book, I know that if the teacher can observe and analyze the children carefully in the above way, instead of rushing to guide them and impose some rules on them, then the children will definitely find something suitable for his activities after a period of activities. Therefore, our teacher must try his best to make the child develop according to his nature and let the child grow sturdily.
The road to education is endless. Only by constantly enriching ourselves can we go further and make our education go further and better.
Montessori's Thought on "Finding Children" 4 Montessori said that an educator who wants to have the "sacrifice spirit" of scientists must have the interest of researchers and combine the observer and the observed more closely. This concession seems to some people to be a kind of suffering, a distortion of life and a sacrifice, but when teachers gain a certain "scientist spirit", they can feel happy in their own observation.
Teachers try to transplant the self-sacrifice spirit of scientists and the unspeakable dedication of Christians into the souls of educators, and learn from children the ways and means of education and how to improve themselves, so as to become a real teacher.
Schools, the stage for teachers to display their talents, should be the real place for children to develop freely. The teacher is not an authority, but guides the child with love and inspiration, supports and helps him, and unlocks the shackles. Emancipate children's minds.
Only poets and children can always feel the charm of the river flowing on pebbles. Children should grow up in close contact with nature, because children are better at observing nature than anyone else. For example, caring for plants or small animals can easily arouse children's interest. Children have a desire to care about others, and it is this instinctive satisfaction that gives them happiness.
The most valuable part of this book is that Montessori broke the existing educational routine, sought a new educational way of understanding and loving children, and had a new definition of how to be a teacher. In Montessori's idea, teachers are not teaching machines. In education, the teacher lost the initiative and left it to the children. For a teacher, he has been replaced by a complex combination of teachers and various teaching AIDS. Teaching AIDS are no longer teachers' auxiliary tools, but become children's "assistants". Therefore, teachers should be very familiar with each teaching aid, use it personally for a long time, foresee the difficulties that children will encounter in the operation process, or the fun contained in it, and then try their best to explain to children all kinds of feelings and impressions that may be formed on the teaching aid.
When teaching children to use teaching AIDS, teachers must clearly do two things. First of all, let children contact with teaching AIDS and teach them the essentials of using them. Second, teachers should intervene and inspire those children who can correctly identify the differences themselves. Montessori believes that children have an innate "inner vitality", an active, active and developing existence with infinite power. The task of education is to stimulate and promote children's "inner potential" and make them develop naturally and freely according to their own laws.
Respect all reasonable activities that children are doing and try to understand the purpose of their activities. Montessori believes that every child should be given due respect. It is in life that we often interfere with or hinder children's behavior. For example, children dress themselves, and adults feel that they dress too slowly, so they grab clothes and put them on the clumsy little guy, and happily want to go out to play with him. But, I don't know, this little guy was seriously exploring how to dress up, but now he has no interest in playing and is depressed. In fact, this is also a disrespect for children. We can't deprive him of his behavioral ability just because he is young and his expressive ability is not perfect. We should respect every child's activity will, try to understand the child, understand the reasons for his behavior, and support and encourage him. Cultivate children's independent personality and prevent children from developing the habit of dependence.
It often happens in life that parents always take care of their children nervously in order to protect them from harm. When they want to take the vase, they often stop him from "moving", fearing that the vase will break and the debris will hurt the child. Over time, if the child says "Don't touch" and the child says "Don't", the child will inevitably become timid, gradually lose the courage to take responsibility and find someone else for everything. In fact, every child has curiosity and exploration spirit, and their creativity is infinite. Don't bury the child's nature, let him explore freely and develop the good habit of independent thinking.
We must always be alert to how to get along with children. Because children's feelings are more delicate and sensitive than we thought. We should learn to observe and listen to children. As adults, it seems that we seldom listen to our children's ideas and always think that our ideas are right, so we help them decide what to do and what not to do regardless of their feelings. In the long run, the communication between parents and children will become more and more difficult, so why not try to be a little listener and listen to our children's thoughts and difficulties. When listening, we squatted down, even lower than the child, listened attentively, paid attention to his eyes, listened to his tone, and observed his expression. Only in this way can children feel your concern, your love and trust.
I was fascinated by Montessori's Children's Home. There are 50 to 60 students in a class in Children's Home, because Montessori thinks that younger children will imitate older children and learn from them, which will make them better. Although there are many people in a class, it really looks like a big family. Teachers will not interfere with children's activities, but only provide children with a lot of materials for them to explore and discover. Montessori attaches great importance to the training of children's senses, such as touch, hearing, smell, and even the feeling of temperature and weight. She has prepared a set of teaching AIDS and teaching models for her children to train repeatedly, and her care and patience are beyond words.
In the book "Looking for Children", the author gives many examples, vividly writes out each child's behavior, expression and thought, and proves her theory with practical examples, which is more convincing. Reading this book, it seems that "Children's Home" is just around the corner, and the clever little guys in Children's Home can vividly remember it. Montessori's book is worth savoring and pondering. Because of time, only this time.
After reading Montessori's Discovering Children, 5. Everything a child absorbs during the sensitive period will last until the end of his life, which is impossible at other stages. The feelings, impressions and habits gained in childhood, once ignored, can never be made up in the future. The sensitive stage lays the foundation for obtaining perfect conduct in the future, which will be difficult or never obtained when you grow up. By observing the world, children begin to learn to distinguish and classify differences.
Children tend to reach a higher level and like to enjoy a higher level of happiness. There is a natural tendency to explore the surrounding environment, observe all kinds of things around and listen to all kinds of voices made by human beings. Normal children will refuse help from others and hope to solve their own problems.
Reading and writing are the first obstacles that children encounter in school. Because the feeling of muscles is the most developed feeling in a person's childhood, writing is very easy for children. Reading is the ability to transform symbols into understandable meanings, which was acquired later.
In a person's childhood, his exercise mechanism has been established. Six or seven-year-old children have lost their precious sensitive period of movement, and four-year-old children are making irresistible and unconscious efforts to establish various walking mechanisms. The memory of muscle movement perception is the most lasting and easy to establish for children. The psychological development of four-year-old children is in a sensitive period and is experiencing a dynamic creative period. At the age of five, the sensitive period begins to fade and the creative period will end. Children over the age of four will have great interest in writing, and some will learn to write from the age of three and a half.
The development of language begins at the age of 2-5, when the perceptual ability is extremely developed. Only at this age can one acquire a unique pronunciation and intonation, which is not available in the future. A person's childhood speech defects cannot be eradicated in adulthood.
Children are used to counting every newly added object as 1.
A person's education needs to be improved through his own spontaneous efforts, without paying attention to other people's intervention. In fact, it is always very difficult to interfere with a finished work, because it blocks the internal driving force of expression.
Because of the coordination ability of the body, children don't need much strength to jump rhythmically, what they need more is a perfect sense of balance. Children at least 5 years old like rhythmic sports. Only when children grow up to a certain age can they understand the value of notes.
Any activity of children can't be shown at will. It must be an activity that the child wants to engage in. He has a natural preference for this kind of activity, or he can finish it bit by bit. This is to order children's lives and open up infinite possibilities for their growth.
There is a close relationship between action and learning desire. Children with dyskinesia not only don't learn how to do movements, they are just children whose minds have not been properly cultivated and who suffer from mental hunger.
The growth of children's knowledge comes from the repetition of an exercise, not from the initial understanding of new things. The same exercise can't be repeated at every age. Repetition should meet the needs.
When children are 0 to 2 years old, their absorption ability begins to play a role. At the age of 3, their motor nerves began to work.
Montessori's educational art follows the law of children's physical and psychological development. Its source is sensory education, and the real core lies in the exploration of children's psychology. The unique biblical culture in the west provides a suitable soil for her education, and the flowers of education are fully open in religious-fearing cities and villages.
Montessori's educational art witnessed the formation and development of human soul according to the real nature, and revealed the secret of life: all the secrets of nature are in children's hearts.
Reflections on Montessori's Discovering Children 6 The author of Discovering Children is maria montessori of Italy, the first female doctor of medicine in Italy and the founder of the first Children's Home. Her works have been translated into 37 languages, and many countries have established Montessori associations or Montessori training institutions. The Montessori school named after her covers 1 10 countries.
Discovering Children introduces Montessori's educational ideas well, and reveals new ideas and methods to understand and love children. Montessori believes that every child has the need to observe, react to the outside world, learn, concentrate and even leave himself alone. In this book, she describes the characteristics of children and how to fully stimulate and make use of their innate enthusiasm for learning.
After reading this book, I was deeply touched by the chapter "Let children be their own masters". The article says that children's activity process can be represented by a graph. Draw a parallel line on the paper to indicate that the child is resting. Above the parallel line, it means disciplined activities. The lower part of the parallel line represents random and irregular activities, and the direction of the curve represents the length of time. Children's Home did this experiment. When a child enters the classroom, he usually stays quiet for a while and then starts looking for something to do. Therefore, first draw a curve to represent regular activities.
Then the children got tired of playing and the activities began to be a little chaotic. At this time, the curve will be drawn below the parallel lines until it falls on the irregular part of their activities. Then the child will change to a new activity, and the curve will rise to a place with regular activities again, and then fall below the parallel line when he doesn't want to play.
Nowadays, children in large classes are very interested in autonomous games, but they often lose interest after a long time of enthusiasm. At this time, they are no longer interested in their chosen activities. If we can carefully observe and analyze the children with the methods mentioned in the book, and don't rush to guide them and impose some rules on them, then the children will definitely find content suitable for their activities after a period of activities. As far as possible, let children develop according to their own nature, so that children can thrive.