What is the impact of the development of western education?

Maria montessori is a world-famous preschool educator in the 20th century. Her unique law of early childhood education has swept the whole western world, profoundly affecting the educational level and social development of all countries in the world, especially advanced countries in Europe and America. The characteristic of Montessori education law is that it attaches great importance to children's early education and has been engaged in educational experiments and research for more than half a century. Her teaching methods range from intellectual training, sensory training to sports training, from respecting freedom to building will, from civilian education to aristocratic education, which has provided several generations of excellent talent base for the sustainable development of western industrialized society. Montessori's pre-school education thought was introduced to China in the early 20th century. After years of development and practical application in China, it has produced good results. Montessori's pre-school education thought has played a positive role in promoting the reform of pre-school education in China.

First of all, Montessori's preschool education thought has changed people's traditional preschool education concept.

With the continuous progress of the times, the voice of reforming the traditional education model is getting louder and louder, and Montessori's preschool education thought was introduced into China under such a background. In the traditional educational model, people often think that children's mental development has no rules to follow, and children lack autonomy and can only develop under the guidance of adults. This view of denying children's ability and ignoring children's personality has led to some bad consequences, such as: adults often impose their own views or understanding on children. The traditional education mode is to instill and guide children's mental development, often ignoring children's hobbies and acceptance ability, imparting some fixed knowledge to children, hindering children's normal mental development and binding some ways of thinking. Montessori's pre-school education thought just broke this phenomenon.

Montessori's continuous research on preschool children shows that children have inherent "inner vitality". This inner vitality of children is a positive, positive and infinite force that we can't imagine. Therefore, Montessori summarized the task of preschool education as "to stimulate and promote children's inner potential and make them develop freely according to their own laws." Montessori mentioned in Montessori's Scientific Methods of Early Childhood Education: "Children are not containers for adults and teachers, nor wax or mud that can be shaped at will, nor wooden blocks that can be portrayed at will, nor flowers and trees cultivated by parents and teachers or animals raised, but a living, dynamic and developing person." This sentence breaks the traditional concept of preschool education model. Montessori's pre-school education thought is to let us understand the truth: "We should trust children and let them grow up in all aspects of natural and free activities."

Montessori's pre-school education thought makes us re-examine the role of preschool teachers. As preschool educators, we should change from the dominant position in the classroom to the inner mentor. Teachers should work happily and let children achieve the goal of effective teaching through free choice.

Secondly, Montessori's preschool education thought provides a model for China's preschool education reform.

China's traditional education theory was influenced by Herbart's education theory. The traditional teaching method is a top-down teaching method, emphasizing indoctrination education and thinking that teaching activities are composed of two factors: teachers and students. This educational model regards children as containers for storing knowledge, and children are often in a passive and negative position in the process of learning. Moreover, the teaching content is vague and lacks originality, and the teaching procedure is carried out in strict accordance with the five-step teaching method. As the protagonist, children can only be passive followers. In such a learning atmosphere, children's personality and ability are buried and cannot be displayed. Therefore, people call for the reform of teaching, and the dissemination of Montessori's preschool education thought in China is also the requirement of the times.

Montessori's pre-school education thought provides a model for China's pre-school education reform, and its manifestations are various. First of all, the introduction of Montessori's preschool education thought enriches the content of preschool education. Traditional preschool education courses mainly focus on singing, games, handicrafts and conversation. Montessori's teaching content is very rich, including sensory education, life practice, language education, mathematics education and cultural education. Montessori's pre-school education thought pays attention to daily life practice, which is helpful to promote children's sound personality. Secondly, the introduction of Montessori's preschool education thought has improved the teaching methods of preschool education. The traditional teaching method is a top-down teaching method. This teaching method ignores the children's personality characteristics and hinders the normal development of children's body and mind. Montessori regards the scientific observation and research of children as the primary task of teachers, provides children with environment and working materials, attaches importance to the creation of environment, and enables children to develop through self-education. Third, it enriches the teaching organization form. In the past, the teaching form in China was the same age, and Montessori's distinctive feature was mixed age. At present, most families in small and medium-sized cities in China are only children, and children lack brothers and sisters, which is not conducive to their social development. Mixed-age classes promote children's social development.

Thirdly, Montessori's pre-school education thought promoted the process of China's pre-school education reform.

The General Office of the State Council issued the Notice on Launching the National Education System Reform Pilot, which clarified the main tasks and pilot units of the national education system reform pilot. Among the ten tasks of the national education system reform pilot, preschool education reform is the strongest and the pilot action is the fastest, because preschool education in China is relatively weak and the problems reflected by the masses are more prominent. Preschool education has become a key issue for the country this time. At this stage, Montessori's pre-school education thought has penetrated into the grassroots, and Montessori educational institutions have developed from big cities to small cities, from public parks to private parks, and have spread all over the country. Many kindergartens introduce Montessori's pre-school education thought into kindergartens and offer Montessori courses in succession. Montessori's preschool education thought has also begun to enter ordinary families, and many parents of children agree with Montessori's preschool education thought. Under this influence, the original educational concept has been gradually changed, and many educators have begun to explore new educational models. Montessori's pre-school education thought has strongly promoted the process of pre-school education reform in China.