M. MontessoriM. Montessori 課程模式課程模式

授課教師：葉玉賢授課教師：葉玉賢

一、一、 MontessoriMontessori （（ 1870-1951870-19522 ）的個人生命史及其爭議）的個人生命史及其爭議

一、一、 MontessoriMontessori （（ 1870-19521870-1952 ）的個人）的個人生命史及其爭議生命史及其爭議

1.1. 反對諸如羅馬雄辯家坤體良（反對諸如羅馬雄辯家坤體良（西班牙人，但在羅馬接受西班牙人，但在羅馬接受教育，心儀西賽洛的學說。著作「辯學通論」教育，心儀西賽洛的學說。著作「辯學通論」 (Institutes of O(Institutes of Oratory)ratory) ，共十二冊，其中第一、二及十二冊探討一般性的教，共十二冊，其中第一、二及十二冊探討一般性的教育理論與實際，其餘九側則敘述文法及修辭之教學技巧。育理論與實際，其餘九側則敘述文法及修辭之教學技巧。））等所主張學童之間彼此競爭的教育理念。等所主張學童之間彼此競爭的教育理念。

2. 2. 新教育運動（新教育運動（ New Education MovementNew Education Movement ）的繼承。）的繼承。

3. Children’s Houses3. Children’s Houses 的建立。的建立。

1.11.1 　蒙特梭利與新教育運動的繼承（　蒙特梭利與新教育運動的繼承（ New Education New Education MovementMovement ）） (1)(1)

何謂「新教育」（何謂「新教育」（ New EducationNew Education ）？）？　　 1. 1. 源自古希臘劇作家源自古希臘劇作家 AristophanesAristophanes 以嘲笑辯論士（以嘲笑辯論士（ SophistsSophists ））

之「新」教育，來娛樂觀眾開始。之「新」教育，來娛樂觀眾開始。　　 2. 2. 二十世紀之前，新教育（或進步主義教育）主要在反擊當二十世紀之前，新教育（或進步主義教育）主要在反擊當

時的傳統主義作風；二十世紀之後，成為積極性與建設性的教時的傳統主義作風；二十世紀之後，成為積極性與建設性的教育理論。育理論。

　　 3. 3. 代表學派：代表學派：　　　　 19841984 年：年： DeweyDewey 領導的芝加哥大學之實驗小學運動。領導的芝加哥大學之實驗小學運動。 ► ► Marietta Johnson’s SchoolMarietta Johnson’s School ► ► Caroline Pratt’s Play SchoolCaroline Pratt’s Play School ► ► Margaret Naumberg’s Children’s SchoolMargaret Naumberg’s Children’s School

1.11.1 　蒙特梭利與新教育運動的繼承　蒙特梭利與新教育運動的繼承（（ New Education MovementNew Education Movement ）） (2)(2)

““Miracle of the new children”Miracle of the new children”

蒙氏認為，教育改革並不只是機械性蒙氏認為，教育改革並不只是機械性的以新穎的方法取代舊方法，而是關的以新穎的方法取代舊方法，而是關心”心” reformatio”reformatio” 原始意義的過程：原始意義的過程：生命的再模式化（生命的再模式化（ remodelingremodeling ）與）與更新（更新（ renewalrenewal ）。）。

蒙特梭利雖無系統地落實盧梭的教育蒙特梭利雖無系統地落實盧梭的教育理念，但仍主張閱讀古典巨著：《愛理念，但仍主張閱讀古典巨著：《愛彌兒》（彌兒》（ EmileEmile ）。）。

1.21.2 　　 Children’s HouseChildren’s House 的建立及其精神的建立及其精神(1)(1)

背景：背景： 1919 世紀義大利哲學被當時世紀義大利哲學被當時實證主義之氛圍以及由實證主義之氛圍以及由 Alessandro Alessandro Chiapelli, Bernardino VariscoChiapelli, Bernardino Varisco 等人等人所代表新康德學派（所代表新康德學派（ neo-Kantianeo-Kantiann ）與觀念論者所影響。）與觀念論者所影響。

特色與精神：特色與精神： (1) Exercises in daily living or “exerci(1) Exercises in daily living or “exerci

ses ses de la vie pratique”” （（ MontessorMontessori, 1976i, 1976 ））

(2)Disciplined behavior becomes a bas(2)Disciplined behavior becomes a basic attitude. ic attitude.

1.21.2 　　 Children’s HouseChildren’s House 的建立及其精神的建立及其精神(2)(2)

Task of Children’s House:Task of Children’s House:

““The central feature of this development of thThe central feature of this development of the personality was free work that satisfies the e personality was free work that satisfies the natural needs of inner life. Therefore natural needs of inner life. Therefore free infree intellectual worktellectual work shows itself to be the basis o shows itself to be the basis of inner discipline. The principal achievemenf inner discipline. The principal achievement of the Children’s Houses has been to instil t of the Children’s Houses has been to instil discipline in the childrendiscipline in the children (Montessori, 1976: (Montessori, 1976: 107).107).

1.21.2 　　 Children’s HouseChildren’s House 的建立及其精神的建立及其精神 (3)(3) ：現今：現今 ChilChildren’s Housedren’s House 課程舉例課程舉例

1.21.2 　　 Children’s HouseChildren’s House 的建立及其精神的建立及其精神(4)(4)

Primary programme:Primary programme:

Elementary programme: Elementary programme:

Summer programme:Summer programme:

二、蒙特梭利課程模二、蒙特梭利課程模式之理論基礎式之理論基礎

二、蒙特梭利課程模式之理論基礎二、蒙特梭利課程模式之理論基礎（（ 11 ））

兒童發展之觀點兒童發展之觀點　　 1. 1. 兒童成長的過程有既定的“自然程序表”。兒童成長的過程有既定的“自然程序表”。

2. 2. 每個生物體之發展皆根據早已注定的模式，而分為每個生物體之發展皆根據早已注定的模式，而分為三個階段：三個階段：

　　　（　　　（ 11 ）） 0-6 yrs: 0-6 yrs: 變化期變化期 (2) 6-12 yrs(2) 6-12 yrs ：單一成長期：單一成長期 (3) 12-18 yrs(3) 12-18 yrs ：青少年期＋青春期：青少年期＋青春期

二、蒙特梭利課程模式之理論基礎二、蒙特梭利課程模式之理論基礎（（ 22 ））

兒童學習之論點兒童學習之論點 1. 1. 產生學習與持續學習的動力來源：產生學習與持續學習的動力來源： 2. 2. 學習形式：學習形式： 3. 3. 敏感期：敏感期： 自由觀自由觀　　 1. 1. 蒙特梭利認為，兒童有權利選擇自己要做什麼和決蒙特梭利認為，兒童有權利選擇自己要做什麼和決

定自己的工作到什麼程度的權利。定自己的工作到什麼程度的權利。 2. 2. 自由與紀律是一體兩面。自由與紀律是一體兩面。

三、蒙特梭利課程模式之內涵三、蒙特梭利課程模式之內涵

三、蒙特梭利課程模式之內涵（三、蒙特梭利課程模式之內涵（ 11 ）） 教育目標教育目標　　　　 1. 1. 強調兒童內在主動學習的動力與潛力。強調兒童內在主動學習的動力與潛力。　　　　 2. 2. 發展的目的是為了未來的生活（成人世界）作準備。發展的目的是為了未來的生活（成人世界）作準備。

教育內容教育內容1.1. 日常生活的教育 日常生活的教育 2. 2. 感覺教育 感覺教育 3. 3. 算術教育算術教育

教育方法教育方法1.1. 環境的規劃：“準備好的環境”。環境的規劃：“準備好的環境”。2.2. 教具與提示方式：教具是“一種輔助兒童生長發展的媒介”。教具與提示方式：教具是“一種輔助兒童生長發展的媒介”。3.3. 教師的角色教師的角色

三、蒙特梭利課程模式之內涵（三、蒙特梭利課程模式之內涵（ 22 ）） 評量評量

AssessmentAssessment: There are no grades, or other forms of reward or punishment, subtle or : There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. overt. Assessment is by portfolio and the teacher's observation and record keeping. The real test of whether or not the system is working lies in the accomplishment and The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, cbehavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work. oncentration, and work.

Requirements for Age 3-6Requirements for Age 3-6:: There are no academic requirements for this age, but children are exposed to amazinThere are no academic requirements for this age, but children are exposed to amazin

g amounts of knowledge and often learn to read, write and calculate beyond what is g amounts of knowledge and often learn to read, write and calculate beyond what is often thought usual for a child of this age. often thought usual for a child of this age.

Requirements for Ages 6-18Requirements for Ages 6-18:: There are no curriculum requirements except those set by the state, or college entranThere are no curriculum requirements except those set by the state, or college entran

ce requirements, for specific grades and these take a minimum amount of time. Studce requirements, for specific grades and these take a minimum amount of time. Students of K-12+ age design 1-2 week contracts with the teacher to balance their work, ents of K-12+ age design 1-2 week contracts with the teacher to balance their work, and learn time management skills. The work of the 6-12 class includes subjects usuaand learn time management skills. The work of the 6-12 class includes subjects usually not introduced until high school. lly not introduced until high school.

三、蒙特梭利課程模式之內涵 三、蒙特梭利課程模式之內涵 (3):(3):當今課程模式教學舉例 當今課程模式教學舉例

北美蒙特梭利中心北美蒙特梭利中心 http://http://montessoritraining.net/Members/samontessoritraining.net/Members/sample.htmmple.htm##　）　） (NAMC)(NAMC)

四、蒙特梭利的教學模式及四、蒙特梭利的教學模式及其在台灣本土化之影響其在台灣本土化之影響

四、蒙特梭利的四、蒙特梭利的教學模式及其本土化之影響 教學模式及其本土化之影響 (1)(1)

Multi-aged Grouping, based on Periods of DevelopmentMulti-aged Grouping, based on Periods of Development

The 3-Hour Work PeriodThe 3-Hour Work Period: After every age, a minimum of : After every age, a minimum of one 3-hour work period per day, uninterrupted by required one 3-hour work period per day, uninterrupted by required attendance at group activities of any kind is required for the attendance at group activities of any kind is required for the Montessori method of education to produce the results for Montessori method of education to produce the results for which it is famous. which it is famous.

The Human Tendencies:The Human Tendencies: The practical application of the The practical application of the Montessori method is based on human tendencies— to Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts. hard, repeat, concentrate, and perfect one's efforts.

四、蒙特梭利的教學模式及其本土化之影響 四、蒙特梭利的教學模式及其本土化之影響 (2)(2)

The Process of LearningThe Process of Learning::

(Stage 1) introduction to a concept by means of a (Stage 1) introduction to a concept by means of a lecture, lesson, something read in a book, etc.lecture, lesson, something read in a book, etc.

(Stage 2) processing the information, developing an (Stage 2) processing the information, developing an understanding of the concept through work, understanding of the concept through work, experimentation, creation.experimentation, creation.

(Stage 3) "knowing", to possessing an understanding (Stage 3) "knowing", to possessing an understanding of, demonstrated by the ability to pass a test with of, demonstrated by the ability to pass a test with confidence, to teach another, or to express with ease.confidence, to teach another, or to express with ease.

四、蒙特梭利的教學模式及其本土化之影響 四、蒙特梭利的教學模式及其本土化之影響 (3)(3)

Teaching Method:Teaching Method:

1. There are no text books, and seldom will two or more children be 1. There are no text books, and seldom will two or more children be studying the same thing at the same time. studying the same thing at the same time.

2. Children learn directly from the environment, and from other children—2. Children learn directly from the environment, and from other children—rather than from the teacher. rather than from the teacher.

3. The teacher is trained to teach one child at a time, with a few small 3. The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. groups and almost no lessons given to the whole class.

4. Large groups occur only in the beginning of a new class, or in the 4. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain beginning of the school year, and are phased out as the children gain independence. independence.

5. The child is scientifically observed, observations recorded and studied by 5. The child is scientifically observed, observations recorded and studied by the teacher. Children learn from what they are studying individually, but the teacher. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during also from the amazing variety of work that is going on around them during the day. the day.

四、蒙特梭利的教學模式及其本土化之影響 四、蒙特梭利的教學模式及其本土化之影響 (4): (4): 台灣台灣的蒙特梭利教育本土化的蒙特梭利教育本土化 -- 以台北蒙特梭利幼稚園為例以台北蒙特梭利幼稚園為例

台北蒙特梭利幼稚園成立於民國七台北蒙特梭利幼稚園成立於民國七十三年，為台灣地區第一所蒙特梭十三年，為台灣地區第一所蒙特梭利幼稚園，每班編制有兩位老師，利幼稚園，每班編制有兩位老師，一為指導員（主教老師）一為助理，一為指導員（主教老師）一為助理，均具幼教專業訓練基礎。指導員必均具幼教專業訓練基礎。指導員必經經 650650 小時的蒙特梭利專業培養並小時的蒙特梭利專業培養並擁有合格教師證書。 擁有合格教師證書。

四、蒙特梭利的教學模式及其本土化之影響 四、蒙特梭利的教學模式及其本土化之影響 (5): (5): 台灣的台灣的蒙特梭利教育本土化蒙特梭利教育本土化 -- 以台北蒙特梭利幼稚園為例以台北蒙特梭利幼稚園為例http://www.montessori.org.tw/Montessori/chinese/philosophhttp://www.montessori.org.tw/Montessori/chinese/philosophy_life.aspy_life.asp

混齡班工作與課程設計混齡班工作與課程設計

五、問題、反省、與批判五、問題、反省、與批判

兒童教育是為未來的成人生活做準備嗎？ 教育如果全由兒童自行決定或準備，則教育的意義為何？

教育，是否淪於無政府主義以及浪漫主義的危險？ 如蒙特梭利教育理念所主張者，幼兒教育是否真的不需要

教科書？ 蒙特梭利的教育觀是否傳達了另一種西方式的、進步主義

式的文化霸權？