Montessori Education In Rural Kindergarten Practice And Exploration

Italian educator maria Montessori build the first children home in Rome in1907.After the observation and research on these children,she made a suitable education system for the young children development,sinceChina introduced the Montessori education,the development in urban and rural areas is rapid gradually.However,because of its special regional and constraint factors,such as economy and the entire education system always weak,China’s rural area childhood education affects the quality,stability and development of our country’s basic education.Since the Montessori education developed in China which has obtained certain result,but how to combine the different culture,under the special background of Montessori education and rural kindergarten in China actual effective integration is a big problem that we have to think.This study is based on the rural kindergarten for the practice of Montessori education localization.During the study by literature method,observation method,interview method and physical analysis on the investigation of quejia town in nanchong sichuan province.And then analyzed which influenced factors of its localization,at the same time,in order to further promote the Montessori education localization process are proposed.Study found that teachers experienced a short Montessori teacher training,about Montessori education ideas and methods in line with the Montessori teacher,but has many problems,such as teachers big fluidity,lack of Montessori teachers,rural local resources underused,children lack of preparation education environment,the Montessori education idea and content disconnect and parents education idea behind normal.We Also find the influence factors of these problems,and put forward the following Suggestions: face up to the quality conditions of rational utilization of local resources;effectively creating educational and characteristic of the Montessori education environment;Using the rural rich resources,development characteristics of the Montessori teaching content;Pay more attention to the innovation and adaptation of the Montessori instruments;Promote the principal leadership;Strengthen the teacher training and improve teachers’ professional accomplishment;correct parents education concept.