【作者】 郭玲；

【导师】 于洪波；

【作者基本信息】 山东师范大学 ， 教育史， 2006， 硕士

【摘要】 蒙台梭利(Maria Montessori,1870-1952)是意大利第一位女医学博士,也是世界上著名的女性学前教育家。尽管蒙台梭利本人从事特殊教育的时间不长,也没有专门论述特殊教育的著作,但不可否认,蒙台梭利关于智障儿童的教育仍然取得了极大的成功。在蒙台梭利智障儿童教育体系中,感官教育方法不仅是有效帮助智障儿童身心康复的方法之一,更是蒙氏教育实验的重要组成部分。蒙台梭利关于智障儿童的感官教育思想,一方面受到福禄倍尔和裴斯泰洛齐二人的感觉教育思想的影响,另一方面,她继承和发扬了法国缺陷儿童教育先驱伊塔和塞贡两人在感觉训练中运用的部分教具。由于蒙台梭利生活的时代是自然科学开始发达的时代,因此她提出的智障儿童感官教育方法借鉴了当时医学、心理学和生物学等学科领域的相关研究成果。通过多年的观察实验,蒙台梭利把智障儿童感官教育划分成五个部分:视觉教育、触觉教育、听觉教育、嗅觉教育和味觉教育。蒙台梭利还发现儿童发展过程中存在心理敏感期,0～6岁儿童处于感觉敏感期。在这个时期,通过感官训练,儿童能够很容易地学会某些特定的概念。但如果过了感觉敏感期,再学习同样的概念就很困难了。根据智障儿童的身心发展特点和规律,蒙台梭利指出感官教育不仅能为智障儿童智力和心理等方面的缺陷提供补偿,而且对智障儿童的性格培养、审美能力的提高也同样具有重要的作用。实施智障儿童感官教育时,还必须充分考虑智障儿童的心理发展特点,遵守智障儿童感官教育原则和方法。感官教育是一项实践性的教育方法,因此,我国在学习和借鉴蒙氏感官教育方法时,应本着“从实践中来,到实践中去”的原则,做好智障儿童感官教育的本土化工作。当然,由于蒙台梭利关于智障儿童的感官教育思想具有时代的局限性。因此,在智障儿童感官教育体系中也存在一些颇具争议的地方。例如,蒙台梭利把智障儿童各个感觉器官进行独立的训练,割裂了智障儿童感觉器官在认知活动中的相互联系,不利于智障儿童身心的全面发展。还有学者认为,蒙台梭利智障儿童的感官教育体系中缺乏对智障儿童创造能力的激发。但不可否认,蒙氏智障儿童的感官教育思想对世界学前教育和特殊教育领域均起到了积极地推动作用。本论文共分为八个部分。在绪论中主要提出了论文的研究目的、研究方法、更多还原

【Abstract】 Maria Montessori was the first woman in Italy to receive a medicaldegree and was a celebrated preschool female-educationist in our world.Although she engaged in the special education for a short time and hadno any monograph of the special education, but she was also high up inthe pictures. Dr. Montessori succeeded in the treatment of the handicappedand developmentally delayed children through the sensorial educationmethod. Sensorial education, one of the most important measures for theespecial children, played a very important role in the educationexperiment.Montessori sensorial education for the special children wasinfluenced deeply by Friedrich Froebel, Johnn Heinrich Pesstalozzi, Jean.M. Itard and Edouard Seguin. In addition, the productions of the medicine,physiology and biology impacted on this kind of education measure.Maria Montessori thought that the sensorial education had five basicsenses——visual, auditory, tactile, olfactory (smell) and gustatory(taste). Dr. Montessori was as astonished as anyone at the realizedpotential of these children. She believed that every human being has asensitive period from birth to six. This sensitive period makes thesensorial education possible and is the basic foundation. During asensitive period it is very easy to teach children certain concepts thatlater on will be somewhat more difficult for an older child to learn. Inaddition, the sensorial education was of great benefit to theirintelligence, psychology and character. According to the character of thedevelopmentally delayed children, there were several basic rules tosensorial education put in practice.Of course, the Montessori sensorial education system has a littlecontroversial aspect. For example, some people thought that the isolatedsensorial education can influenced the whole progress of thedevelopmentally delayed children. Others thought that could not stimulatethe creativity of them. But It was undeniable that the sensorial educationfor the developmentally delayed children contributed greatly to the worldeducation and the special education.There are eight parts in this paper. The introduction puts forwardthe purpose, the literature summary, research methods and steps. Chapterone analyses the origin of the sensorial education. Chapter two to fourexpound the signification, contents, purpose, meaning and effect of it.Chapter five to six analyze the rules and sensorial equipments. Finally,in tag part, the author brings forward the shortage of the sensorialeducation and the influence in the area of the special education or thenormal education.更多还原