| Abstract: | In Rome, Italy by 1907, Dr. Maria Montessori established the first Casa dei Bambini,or Children’s House funded by the Roman Association for Good Building. It has been 100 years since the Montessori curriculum theory was ascribed by the school. The Montessori approach to education has become globalized. In Taiwan there are many
kindergartens and nursery schools ascribing the Montessori curriculum theory.There are the pros and cons on the Montessori curriculum. The pros indicate that (1) the Montessori approach to exercises cultivates children’s healthy disposition,(2) children in the Montessori classrooms are learning through freedom within
appropriate limits, and (3) the Montessori approach emphasizes the sensory-perception
education. The cons criticize that the Montessori approach pays less attention on language
development, children’s play, and arts education. The Montessori approach overemphasizes “practice” as well. The purpose of this study was to explore the Montessori teachers’ attitude toward the
Montessori curriculum. According to the 80 completed surveys, the findings indicate (1)
80% of the participating Montessori teachers recognize the Montessori curriculum, (2) at
least 75% of the participating Montessori teachers expect young children to learn in the
Montessori environment, and (3) 77% of the participating Montessori teachers believe the
Montessori curriculum can be modified and localized.In this study, the aforementioned findings reveal the approval rate on the application of the Montessori approach. Generally speaking, as long as the curriculum fits with the
needs of local children, culture, and nationality as well as is accepted by the teachers, the
localized curriculum is going to be developed. However, there were disapproval rate of
2% on implementing the Montessori approach, disapproval rate of 25% on guiding young
children learning through the Montessori curriculum, and 23% of disapproval rate on the
localization of the curriculum. As a result, it is going to take time toward developing a
localized Montessori curriculum in Taiwan.
蒙特梭利課程自西元1907 年在義大利羅馬兒童之家發跡以來，迄今已有100年的歷史。目前在世界各主要國家都可發現它的蹤跡，有全球化之趨勢。在台灣也可以看見有許多幼稚園或托兒所，採用蒙氏課程教學。蒙氏課程教育理論有褒也有貶，一般認為值得讚許的有： 1.以動作造就健全之兒童個性。2.兒童在自由中學習。3.重視感官的教育。但也有人予以批評該課程謂：1.較少促進語言的發展。2.忽視兒童遊戲的價值。3.未能重視藝術教育。4.過於強調練習。不管如何該課程在全球的能見度未可忽視，在國內似乎也佔有其一席之地。本研究之目的旨在了解實際教學蒙氏課程者，對蒙氏課程是否認同、期望、以及本土化。經80 位調查實際從事蒙氏教學者之意見後，發現以下幾點啟示：1.目前教學蒙氏課程者，似乎有至少八成者認同此課程。2.教學者至少七成五以上很期望幼兒學習蒙氏課程，家長則六成。3.有多於七成七的教學蒙氏課程者，認為蒙氏課程可予以修改並本土化。一般說來，任何一種課程模式，如果適合本土兒童、文化、民族性之需求，而且絕大多數的教學者能予以認同其價值，並期望能予以接受，進而就會認為能予以朝本土化發展建構。以本研究的調查結果來看，顯示出教學者在認同蒙氏課程上的比例高達八成，而期望予以接受的也有七成五，認為可予以修改並朝本土化發展建構的也達七成七。但是，相對的，也有高達二成的教學者不認同該課程，二成五的教學者不期望接受該課程，也有二成三者不認為可予以本土化。因此，蒙氏課程要完全朝本土化發展建構，尚有待時間之考驗。 |
