| In recent years, the Montessori education rapid popularization in our country, the Chinese preschool education community is starting a “Montessori education tendency”. Although many kindergartens of Montessori education in China with great enthusiasm and actively promote, but there are still some problems in the practice, exists in the process of practical application of theoretical grasp, derivative and so on. After round after round of curriculum reform, is very necessary to combine the new education idea of researches in Montessori education and re-evaluate, further clarify the advantages and disadvantages of the education law, provide theoretical basis for the kindergarten education teaching reform practice. Montessori education boom is accompanied by the emergence of many problems, due to the Montessori education timely and localization, only in the specific culture of spreading and localization research it can let our children from the real world recognized by the education law benefit, more comprehensive, seeking truth from facts about Montessori thought, localization. So, in our country’s preschool education practice, how to comprehensively, seek truth from facts about Montessori thought? In the process, how to critic inheritance, to better the implementation of the Montessori curriculum on this change? The author thinks that it is necessary to combine the current problems existing in the practice of kindergarten, further explore the localization of Montessori education and the relevant curriculum problems for the continue development of Montessori education develop vast space.Therefore, sum up experience and deficiency of the Montessori kindergarten curriculum practice of localization, to further explore the localization of the Montessori education and related courses for Montessori education to develop broad space. In order to determine the research topic for study of the localization of Montessori curriculum, specifically from four aspects of the theoretical perspective of Montessori education origin, Montessori curriculum localization perspective, Montessori curriculum Localization Practice Status and factors Influence to Montessori curriculum localization. The method of this research adopts the qualitative research and case study strategy, specifically literature,observe, interviews, text analysis and comparative study to coming to the conclusion of the study, that is "inherit the essence of Montessori, explore the national characteristics " as the core curriculum, "completely the cultivation of personality" for the purpose of curriculum, "homegrown MDT course" of curriculum framework, "core based, multi subject complementary" as means of curriculum implementation, "objective description " for the principle of curriculum evaluation. the conclusion based on the above five points, the Montessori curriculum localization is affected by many factors. Montessori needs top-level design curriculum localization system, Montessori’s theory of need depth guidance.This study is divided into eight chapters.The first chapter is the full text of the introduction, mainly from is in view of the proposed research, purpose, significance expounded such as value; for the purposes of this research present situation and the concept of induction and summary, given the content of this research institute to study and adopt the method that is an introductory part of this study.The second chapter is the research method and process.This part mainly includes the design, validation process, the ethical of research.The third chapter mainly elaborated the author is the implication of Montessori education, from three aspects, namely the Montessori education source; Montessori education theory is the kernel; Montessori education practice made in this paper, the connotation of three Angle, explained the Montessori education started to rise, and the value orientation of the education philosophy and practice, and many other theoretical issues, as the research development sorted out, lay the foundation.The fourth chapter expounds the Montessori localization and the development trend of theory of curriculum construction, in this, based on practical experience of the Montessori curriculum; the awakening of the Montessori curriculum localization; Montessori curriculum theory foundation with the localization of the three angles for curriculum implementation localization is discussed and related to clarify, and emphatically on the theory foundation of mining from a perspective of humanism; Construct cognitive horizon; cultural differences between the horizon; social and historical horizon, localization of Montessori curriculum construction is discussed.The fifth chapter and the sixth chapter is the core content of this research, mainly for Z kindergarten Montessori curriculum implementation and localization to do the empirical research, a comprehensive understanding of Z kindergarten Montessori curriculum local situation and the existing problems and give evaluation and analysis of relevant practice.The seventh chapter is the strategy of this research is put forward, mainly for Z kindergarten Montessori curriculum localization development advice, the author mainly from the cultural adaptation- eliminate the Montessori curriculum “the water”; the localization of government support-the Montessori curriculum “booster”; kindergarten curriculum leadership of the Montessori curriculum localization “beacon light”; teacher training- with the localization of Montessori curriculum “supply lines”; garden this development- with the localization of Montessori curriculum “life source”; home cooperation- with the localization of Montessori curriculum guarantee circle, such as point of personal views are put forward.The eighth chapter is the research conclusion of this study and the localization future Montessori curriculum looks the part, according to the research in this paper, the Montessori localization practice good aspects and problems, for the results of the research is viewed the development of the future.In conclusion, in the process of localization in the montessori curriculum, as long as the spirit of responsible for preschool education, responsible attitude on children’s development in the future, so, we will always find the way to solve the problem, will do better we are engaged in work... |
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