The outstanding knowledge in the research and practice of Montessori teaching
1. Correctly understand the "slow" speed of Montessori teacher teaching demonstration
Montessori's work emphasizes that when teachers show teaching aids to children, every step and every small action must be slow and clear. It emphasizes the teacher's "one move, one style", but this does not mean that children are rigidly imitated. The movements of Montessori teachers have different meanings in different periods. When you first enter the Montessori classroom, every trick of the teacher is to demonstrate the use of teaching aids to children, and to help children develop good behavior habits. It takes a process from seeing with the eyes, to thinking with the brain, and then to being able to express it with body movements or language. In the later sensory training, teachers were always giving children an idea, such as pink towers, brown ladders, and colored cylinders. In fact, every child will innovate in the future self-operation and have the child’s own understanding of the body. In the end, the child’s results can always surprise the teacher. At the same time, the teacher puts great enthusiasm and interest in learning, and gives Teaching aids of life and magic are also prerequisites for infecting and inspiring children to learn.
2. Reflections on the "three-stage" teaching method in Montessori teaching
Montessori’s "three-stage" teaching method is not mechanically mechanical, but we must flexibly master it according to the characteristics of the child and knowledge. This is the original intention of the Montessori teaching method. Example: Learning size, if children already know the names of two objects, the big one is called "big" and the small one is called "small", then we don't have to teach them to say this word in the activity, but let them say directly Come out the word and then distinguish and compare the size of objects.
3. As little language as possible when teachers "teach"
Montessori advocates that teachers should talk less when they "teach". This is not to say that Montessori work teachers are not allowed to speak, but to urge teachers to pay attention to children, observe whether children are interested in their work objects, how interested, and so on. In Montessori activities, teachers must have the necessary instruction language. The teacher's instruction language shall be premised on not interfering, not interrupting, and not replacing the children’s thinking process, and at the same time, it must be able to induce children to observe and think more carefully and deeply. Thinking and clear expression.
4. Etiquette education in Montessori work
Montessori work has certain requirements. A careful study and understanding of these requirements will reveal that there are many job requirements that are not rigid and redundant. They are actually permeated with etiquette education. For example: when you walk through, you should try to bypass people's homes; don't enter the work area operated by others; you should avoid each other when carrying teaching aids. This kind of etiquette in life can only be understood and truly mastered by children in activities and situations, rather than relying on teachers’ oral preaching. These are things that we tend to overlook in our previous education.
5. In Montessori education, teachers are gradually learning to observe children
Montessori places great emphasis on teacher's observation and clearly points out: "Observation is the basic guide for methods." Each of Montessori's teaching aids has a clear educational goal. Error control during operation of children can not only guide children to correct themselves, but also point out the direction for teachers to observe. When observing children, you only need to know whether the children are interested in the object; Time of interest; how to manipulate the material as a child; the completion of the goal. From these aspects, it is easier to observe the basic development level of children. The case observation records of Montessori teaching provide a guarantee for teachers to pay attention to every child and give effective guidance.
6. Philosophy in Montessori Education
Montessori education is called "non-teaching" education. The teacher's "teaching" is for "not teaching". You can learn from the scattered operation of children. Because all the operating materials in the Montessori classroom are different The educational point of this is that every child actively understands and masters knowledge and generates his own ideas through interaction with materials. At the same time, he will have new discoveries and creations. Just thinking about what Montessori said: No child is someone else. He must educate himself if he is educated.
The beginning and end of Montessori activities generally have wire-wiring activities. Wire-wiring can cultivate children's ability to control their bodies and listen to music, but it also has the biggest role in preparing for learning. When children are listening to quiet and soothing music , Children can quickly calm down from the noisy environment, willpower and interest in learning and learning habits are cultivated. After children enter the learning state, they can slowly get rid of the auxiliary means of routing.
