Do you know about Montessori Teaching Questions and Answers about Montessori Teaching 1 .

1.What is the reason why my child changes jobs frequently? How to boot?

2.Montessori. The knowledge of the math area is very deep, square cubes, and four operations.

How can you explain to parents that learning these things for such a young child will not affect his future learning of mathematics?

3.What is the difference between Montessori work and games?

In response to your question, I would like to ask you to think about three questions: What is the level of each of your students, and how was your previous experience ruined? How long do you have been working on it, and have you regularly updated your materials to play? What do you think is the difference between Montessori work and games?

On the second question, I'm generally like this, preschoolers.

The characteristics of their age determine that their learning style and learning behavior are different from the learning style of primary school, learning in games, learning in exploration, sensory learning, etc., the more difficult things seem to everyone, in fact, they are broken down into step-by-step operation and exploration. To put it another way, there are many abilities in mathematics, such as logical thinking.

In fact, we all exercise and practice in Montessori work, which are to help children develop good math learning habits and prepare for future math learning, and also to help them better arouse their interest in learning math. Interest is the best teacher. Of course, if you're more obsessed with these names, we can put it another way.

Don't know if you're satisfied? Looking forward to replying.

Responses received***

First, the children had never been exposed to Montessori math before. There is no experience with Montessori.

Second, the working hours are one and a half hours in the morning, and the daily life area will be updated frequently, and the frequency is about one and a half months to replace two new teaching aids. The materials in other areas have been updated less, but the gameplay has been extended and changed little by little.

On the other hand, teaching has regularity and operating rules, and children should not be as whimsical as toys and freely combine multiple materials to use their imagination.

So, sometimes I am also entangled, what is the standard for children to operate teaching aids? If a child plays with teaching aids like toys, should he wait and see what happens or stop it in time?

The reply is as follows

1. It is understandable that if it is a daily work area, it is understandable that they have mastered it and feel that it is easy and can increase the difficulty appropriately.

2. It is not recommended to put it, but you can combine toys with work, and when you work, you still emphasize that you work alone and can cooperate, but say it in advance, whoever takes the work first is whose job, please send it back after playing. The later collaborator had to respect the child who took the job. If they play with their work, don't spoil your work, don't walk around and disturb other children, it's allowed in my class.

However, there are some precautions when you work in each work operation, and you should tell the children when you display it collectively, such as taking both ends of the red and blue sticks, holding them vertically if they are too long, and holding them in the middle. The swatch can not pinch the middle of the color of the place.

It is worth noting that if there is a new student, you can ask a child with a good routine to take him with him at the beginning of the introduction, so that he can get familiar with the environment as soon as possible, and also tell him that the job is for us to go down to play.

1. Daily life education: train children's self-care ability in daily life to cultivate independent and autonomous personality and good habits.

2. Sensory education: Through the masterpiece of sensory teaching aids, children can refine children's sense of sight, touch, taste and smell, so that children's facial features are sharper, and then more intelligent and wise.

3. Mathematics education: from less to more comparison, and finally introduce specific operations such as addition, subtraction, multiplication, division, etc., and enter the operation of the four rules to establish the teaching foundation.

4. Chinese teaching: Dr. Montessori found that the sensitive period of children's language is before the age of six; Therefore, we not only emphasize the teaching of the mother tongue, but also the development of multiple languages, especially English.

5. Cultural education: Montessori classrooms are equipped with animals, plants, history, geography, astronomy, geology and other play teaching aids, so that children can learn how to take care of animals and plants, understand the environment they live in, understand the mysteries of the universe, and understand various minerals.

The basic principles and teaching methods of Montessori education were formed in the early twentieth century and have developed rapidly in the past century. It originates from the humanistic spirit and democratic tradition of the West, and is therefore deeply marked by the Western cultural tradition. The traditional education here refers to the inherent mode of educational concepts and methods formed over thousands of years, especially the teaching system of early childhood education formed on the basis of the oriental Confucian cultural tradition.

Early education concept: the free learning principle of Montessori education based on self-humanization; Traditional education focuses on knowledge transfer and skills training, and ignores (and fails to take into account) children's personality development.

Teaching Center: Montessori education is child-centered. Teachers inspire and guide children according to the internal needs of their life and mental growth, and children learn by themselves, understand and discover problems, and summarize the internal connections and laws of things. Traditional education and teaching are teacher-centered and teacher-oriented, and children have lost the process of self-development, self-summarization, and self-awareness.

Team Formation: Montessori Education Mixed-age Group to promote the common development of children of all ages; Traditional education is divided into groups according to different age groups, which are generally divided into large, middle and small classes.

Class format: Montessori education has different forms of learning environment, allowing children to choose according to their own inherent potential; Traditional education is taught in groups at the same time and in the same place.

Class content: Montessori education pursues different subjects and different development speeds at the same time; Traditional education requires the study and research of the same subjects and topics at the same time.

Time requirements: Montessori education allows children to do long, valuable concentration; Traditional education uses curriculum and fixed schedules to regulate children's learning time.

Learning path: Montessori education is in direct contact with the environment, through a large number of systematic teaching aids and a variety of learning methods, so that each child can learn knowledge through sensory experience; Traditional education teaching aids are simple, and teachers mainly let children learn through the transfer of knowledge, with little sensory experience.

Sensitive period for children: Montessori education provides corresponding conditions for children according to their sensitive periods, so that children's abilities in all aspects can be rapidly developed; Traditional education ignores the sensitive period of children and slows down the development of children in all aspects.

Teaching effect: Montessori education 1) independence, initiative, self-discipline and creativity; 2) After going to school, absolutely excellent in mathematics; 3) It can lay a good solid foundation for children's all-round development; Systemic education is not certain.