Traditional Culture Encyclopedia - Traditional festivals - Is Montessori mainly helpful for learning math ? Can you tell me more about it?
Is Montessori mainly helpful for learning math ? Can you tell me more about it?
Montessori's principle of education, the implementation of the principle of mathematization, that is to say, the development of the child, through the mathematical management of the way to produce the results of the kind of replication, so that children enter the spontaneous learning.
The use of intangible mathematical higher management, its advanced, scientific, also decided to let the montessori to give children all the educational content, are unified to use the same principle of education, the content of education is: daily routine life practice, pre-mathematical activities, sensory education, mathematical education, language and language education. The contents of cultural education are: history, geography, flora and fauna, astronomy, science, music and drawing. From there, children are allowed to use a principle method to enter into the operation and learning of various courses.
This advanced educational method is a mathematical chain of principles that connects the development of the child, the teacher's preparation of the child's service, and the rigorous setting of the educational environment as an invisible chain, so that the development of the child's education is carried out in a rigorous, accurate, standardized, and scientific manner.
Children enter the environment of any operation learning, bring children to discover the principle of teaching aids to match people and things. As a person using a cell phone. The child enters the state of education, which is revealed through the process of concretization and transparency, wholeness, continuity, repetition, and detail on a daily basis.
Analyze the Montessori classroom education.
The content of education in the classroom, all the use of concrete teaching aids, the child is given the right to free choice, so that the child's nature, because of the freedom of the countless teaching aids on the shelves into the operation, spontaneous and continuous. This is completely different from the traditional model of education that all of us have experienced. Learning to recognize the numbers 1-10 is not taught by the teacher, but through the Montessori principle of working with pairs to enter, because children are given the amount of 1-55, children will be according to the number is how many, with a few amounts, this through the experiments to let the children recognize the knowledge of the number of educational methods, so that the four to five year old children I constantly choose to enter. The result of children's learning does not need to memorize 1-10 and enter into calculation immediately as traditional education requires, but focuses on learning with application to new educational content that is discovered on its own. A child enters the cognitive 1-10 learning today, and sometimes several children are actually learning to enter, the way of learning, is to observe the hands-on children to operate, just as some people on the street are watching the game of chess, can enter the observation of the children, in fact, also a child to enter to obtain a cognitive experience, this experience, is called the classroom "osmosis". It is also a transparent learning process by a child, a transparent process presented by the child himself, just as the teacher teaches all the children in their seats to watch the process of writing the stroke of the Chinese character "大" on the blackboard so that all the children can see it. But that kind of viewing is a corseted mode of education.
A child who operates once is entering into a transparent mental experience of the materialized teaching aids. The fact that many children enter into this experience of observation by the transparent children, children can enter into the observation, indicating that the child's mind is as quiet as water, in the calm, to automate the absorption of growth in order to discover the experience. Giving children this environment of mutual absorption, the formation of the situation is that children are teachers among children, but also their own teachers, this "teacher", is the product to bring them to discover the continuous learning. This "teacher" is the continuous learning that the product brings to their discovery. Let the children's growth, from the beginning to the end, are entering into a kind of independent learning, independent discovery, and independent generation of creativity.
Giving children the experience of this constant mental "transparency" of the manifestation of the Montessori educational products are all set into a holistic theme, the purpose is to develop children's intelligence from the source of the beginning. The holistic approach will bring the child to an understanding of the totality of things. The curriculum is set up in such a way that the educational content of a theme is integrated with the teaching aids throughout the educational activities.
Historical education, recognizing time. Starting from recognizing a clock, a second, a minute, an hour, 24 hours a day, children can discover that time is a sequence of numbers through the operation of teaching aids. Then, recognizing the daily activities of a person's day, what is the process of entering and working seven days a week, children discover that the educational content and relationships are linked. The social activities of the thirty days of January, the year is four seasons, and each season is related to human life. The four seasons are twelve months and the twelve months have those holidays. Again, children are given the sense that time is in motion and is accompanied by a variety of human activities.
Montessori's educational products, set primarily in sets, are therefore also characterized by giving children in great numbers. Enough quantity can make children constantly produce the interest of touch, which is like a child in the yard to play with sand, far less than to the beach to let the children enjoy playing. The child enters into quietness, into concentration, into endurance, into a lasting habit of doing things alone in touch. Children gradually enter a thematic education that brings them to the continuous use of the principle of unity of work, because of the continuous cognition, and in the continuity of the continuous discovery, and because of the continuous discovery, and the continuity of the continuous improvement of intelligence.
Given this holistic education, a continuum of learning occurs in the child's awareness.
One day, I found a child who had not been picked up by his parents at the end of the school day, and who was alone on the carpet of the classroom with his teaching aids, and I realized that the child*** had carried six sets of teaching aids, which amounted to more than 110, and that the child was engaged in a joint operation. Joint manipulation, that is, the manipulation of several sets of teaching aids*** together, is the state in which the Montessori child enters into the best state of operational development. So he let to him, a strong interest in observation occurred. I sat on the side with him, and he operated the teaching aids in a variety of graphic patterns, no matter how to operate, always in the order set by the teaching aids. He made me feel that the sequentialization of the movement into is no longer a simple way to discover a sequential arrangement as many children do, but the application of the principle of thinking is to construct a tower house out of the set of teaching aids, no! I should say: a model of a tower frame constructed using sequences. I believe that a building designer with a discerning eye will be inspired to create his own design when he sees it. At that time, let me recall the first time to the Temple of Heaven Park in Beijing to travel, the Temple of Heaven ritual year Hall within the top of the pattern, the dozens of meters long wood, built into a hexagonal shape, wood all from long to short, from the first layer of the about to the seven layers have been upward base, until the last layer of the Hall top, showing the tower form. At that time, I do not understand what the ancients used the principle, because of its marvelous and spectacular , so that the hall of cultural relics written on the plate to such an observation of the light words, I still remember, "this hall did not use a nail, wood and wood connection, all rivets set rivets."
The child entered into such a state that I decided that he had been through a sequence of actions, so that the inner development of thinking has been towards is rigorous and meticulous, in the conception of a unique wisdom, while building and thinking, like a master craftsman, into the completion of this great work of creation. I was no less excited than the children outside. Then I rushed to the office and brought my camera to take a picture of it. Four years later, I went to Beijing to give a lecture at a Montessori kindergarten, and from the window of the kindergarten, I also saw a picture of the same shape as the one I had photographed that child operating at that time. I thought that the children's discoveries were the same because they used the same principles and methods, which made the children's discoveries the same. The first discovery of this tower-shaped frame model using six sets of teaching aids was made by a few children in Taiwan.
After that, I asked the children to draw a sequence diagram of the results of the operation. At this time I park on the teacher examination into the teaching requirements of the Montessori operation class, can draw out is to have the thinking of the spatial sense of the object, for teachers to enter the classroom teaching accurately observe the children, extremely effective. Because drawing out is by thinking out the result, can't draw out because never cognized. This method given to children can quickly enhance children's entry into using drawing to learn math. This is the main learning component of the Step Control Math Elementary Edition children into a kind of. Children say it is graphing math.
This child drew all of his manipulatives as written shapes, and then I asked him to take the written shapes and use numbers to calculate the total length of each shape, and he reasoned it out surprisingly quickly. This gave me a basis for setting up children's elementary school math materials for the future, and found a basis for continual extension.
Using the principle of education to cultivate children's apparent order of entry, a child through the heart of the sequence established by the action and the formation of concepts, the child enters the community, will consciously abide by the order of the public ****, demanding to abide by the heart of the order established by the moral education produced by the normative action, the children's thinking into the sequence of the sequence of the sequence refers to the orderly. Sequence refers to the accuracy and precision of countless entries. It is also the result of countless thinking. This is the highest state of development for the Montessori child. Children into the sequentiality of thinking, so that children into doing things, thinking, dealing with more rationality, wisdom, accuracy, but also the potential for a constant explosion of creativity.
Principle of education, will allow a mixed-age education, through the principle and the occurrence of non-stop orientation to education. I every time in the lecture, ask me what the most topics, a mixed-age classroom, so that children are free to choose to operate the learning, the class is actually how to do, this is also my initial contact with the Montessori education, and I produced the same confusion problem. When I carried out the first Montessori education class, I was surprised to find that the children have something for them to operate, very compliant with the order of the classroom, that day touched me just want to cry.
Until the implementation of Montessori education a year later, let me more and more found that the link children into the environment prepared by adults to children, the classroom is a circle, both teachers and children, as long as they do not get out of the circle, the principle of educational products, as we are each to go to the fast-food restaurant to eat, consciously into the fast-food restaurant fixed dining seat, so also let the people who want to come to dinner, all have to comply with due to the fixed seat, also put the people to eat. The fixed seats also control the people into a fixed order.
This "fixed seat" is the educational product that allows the following to achieve the unity of the three.
One is the principle of unification of all the contents of the educational product.
The second is that as long as the child observes the three elements of the environment and is given the choice to enter into the free operation, the child will naturally discover the principle of the educational product setting and enter into the control of the error and enter into the correction of the error (see control of the error I),
The third is that the teacher, by giving the child the above two respect for the development of the child's personality and the free choice of the work of the right to work, has also invariably reached the use of the teaching aids to control the adult's control over the child. principle to control the adult's indoctrination of the child.
Controlling the teacher's indoctrination of the child emerges from the situation, Montessori uses a unified three-stage educational prompt. Let the teacher lead the child into the first cognitive learning activities of all teaching aids. Such as learning the cognition of the color red.
The first stage: uniting sensations and names. Say to the child: "This is red"
Phase 2: Recognize the object with the corresponding name, say to the child: "Give me red",
Phase 3: Memorize the name of the corresponding object. We show the child an object and ask him: "What color is it". The child replies, "It's red".
And then there is the function of each teaching aid product, which is only set to allow the child to discover a concept. Teachers completely steal concepts that belong to the child's cognition once they give the child a hint, but the child has not yet developed enough to discover them. A child learning geometric three-dimensional operation, can not immediately discover the face to face matching, or even several times, still can not be found, each time just into the game of play, the teacher can not give corrections, can not be disturbed, unless the child allows you to help, even if the teacher is unconsciously informed. Control teachers do not go to teach the children, the purpose is to let the children into a kind of repeated operation after the children will one day find out on their own.
The use of the sensory principle to characterize a teacher's work entry is a child's developmental work entry, and whether the child's entry into development is good or bad is all reflected in the teacher's preparation of the child. Just as when we do something, the better you prepare, the better things come out, and this goodness is reflected primarily in the teacher's ability to detail much of the instruction.
The teacher prompts the children with a small group tactile exercise lesson on feeling temperature differences. Teachers first use a container to put water into four identical bottles, and then use a thermometer to modulate the temperature difference between the four identical containers, it is the same as the Montessori educational principles throughout the children's touch, the sense of touch is from cold to hot. Children touch from cold to hot, just as children discover that a long stick goes from long to short. If the teacher is too much trouble and does not use a thermometer to adjust the temperature, but just goes to the temperature of the water in the container according to his own feeling, he cannot accurately penetrate the educational principle of Montessori, and because of the teacher's mistake, he brings the children to feel the mistake in touching. Touch through the container from cold to hot, actually through the temperature of the water to reflect a mathematical process of temperature increment. For the teacher to make this process feel accurate to the child, the principle also requires that the teacher's preparation enters into a process of refinement each time. This process of refinement means that after the teacher has given the child this exercise, he or she then goes on to adjust the temperature of the water each time, just as he or she did the first time, ensuring that the child goes on to do the exercise alone.
The teacher's entry into the state of preparation through the many refinements of the Montessori educational principle is through the rigor, science, and digitization of the educational product in the environment, which increasingly shapes the teacher into a counterpart of the rigor, science, and digitization achieved, and therefore the authenticity, responsibility, detail, and reciprocity of service to the child is revealed. (Reciprocity is the effect of a person finding a product for which he or she is suited and transforming himself or herself.) From the real practical sense, into the implementation and realization of the educational ideas of Montessori, calling on all mankind to respect the growth of children, to help the development of children's lives, is never an empty word.
The great success of Montessori education is the use of the technologization of the product, the unification of the principle of the method of education of children, fundamentally, to ensure that the children can enter, the development of life to continue to explore and pursue the use of the principle of the product itself in the product itself, to constantly copy their bodies, automatically enter the education of the self-realization. The children will be allowed to develop their lives every day in a way that neither excludes learning human knowledge, but allows them to develop their lives, to achieve self-fulfillment, to observe order, to learn from each other, to help each other, to cultivate norms, to self-improvement of their lives, and self-improvement of their learning and education in a simulated management of socialization. The teacher will be the one who, in a characteristic way, serves the object of education, which is enduring and continuous. This kind of education should attract enough attention to human education.
Montessori's education, the children's education, has been upgraded to a systematic educational project, which also gives human education, as long as the principle of the method to go on, will not deviate from not only let the children to learn the human knowledge of the same time, but also to improve the children's responsibility to the community, and the moral education of the development of the track. Because the three main services of Montessori education for children in the product (isolation, error control, and indirectness of education) will be able to play a role in linking the education of children into the learning of knowledge, and the development of children's character, and the future responsibility of the community into the normative role.
These three principles, which have been increasingly publicized and standardized by the social management, have begun to be applied universally, and were successfully applied to the education of children by Montessori in the early twentieth century.
If traditional education is to enter a substantial improvement and reform, it is necessary to draw on. Otherwise, such reforms will be futile.
And I believe that as long as Montessori's principles of education, and the three service-oriented methods of educators, are set into primary, middle and high school education, we will be able to achieve the same educational results as the development of the child, and even better, because of the combination of advanced educational equipment and means. The Montessori method of education has been successfully used in high school education in the United States.
Level control math is the use of Montessori's educational principles, the technical content of Montessori's educational products, to do a comprehensive proof and analysis. Educational experiments have proved that, first, because of the use of the principle of education, elementary school six years to finish the study of mathematics, only three years, and is to allow children to finish their own learning, and secondly, to improve the children's interest in learning mathematics, so that the children can enter their own observation, thinking, exploring the study, and establish a kind of self-confidence from the end of the self-confidence and independence in learning to enter the use of mathematics to build up a new mindset to enhance the ability to observe the problem, think about the problem, and the redevelopment of the ability to think about the problem. The new thinking established through the use of math enhances the redevelopment of the ability to observe and think about problems, and is applied to the study of other subjects, as well as influencing the children to face life and enter into continuous thinking.
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Is Montessori mainly helpful for learning math ? Can you tell me more about it?
Montessori's principle of education, the implementation of the principle of mathematization, that is to say, the development of the child, through the mathematical management of the way to produce the results of the kind of replication, so that children enter the spontaneous learning.
The use of intangible mathematical higher management, its advanced, scientific, also decided to let the montessori to give children all the educational content, are unified to use the same principle of education, the content of education is: daily routine life practice, pre-mathematical activities, sensory education, mathematical education, language and language education. The contents of cultural education are: history, geography, flora and fauna, astronomy, science, music and drawing. From there, children are allowed to use a principle method to enter into the operation and learning of various courses.
This advanced educational method is a mathematical chain of principles that connects the development of the child, the teacher's preparation of the child's service, and the rigorous setting of the educational environment as an invisible chain, so that the development of the child's education is carried out in a rigorous, accurate, standardized, and scientific manner.
Children enter the environment of any operation learning, bring children to discover the principle of teaching aids to match people and things. As a person using a cell phone. The child enters the state of education, which is revealed through the process of concretization and transparency, wholeness, continuity, repetition, and detail on a daily basis.
Analyze the Montessori classroom education.
The content of education in the classroom, all the use of concrete teaching aids, the child is given the right to free choice, so that the child's nature, because of the freedom of the countless teaching aids on the shelves into the operation, spontaneous and continuous. This is completely different from the traditional model of education that all of us have experienced. Learning to recognize the numbers 1-10 is not taught by the teacher, but through the Montessori principle of working with pairs to enter, because children are given the amount of 1-55, children will be according to the number is how many, with a few amounts, this through the experiments to let the children recognize the knowledge of the number of educational methods, so that the four to five year old children I constantly choose to enter. The result of children's learning does not need to memorize 1-10 and enter into calculation immediately as traditional education requires, but focuses on learning with application to new educational content that is discovered on its own. A child enters the cognitive 1-10 learning today, and sometimes several children are actually learning to enter, the way of learning, is to observe the hands-on children to operate, just as some people on the street are watching the game of chess, can enter the observation of the children, in fact, also a child to enter to obtain a cognitive experience, this experience, is called the classroom "osmosis". It is also a transparent learning process by a child, a transparent process presented by the child himself, just as the teacher teaches all the children in their seats to watch the process of writing the stroke of the Chinese character "大" on the blackboard so that all the children can see it. But that kind of viewing is a corseted mode of education.
A child who operates once is entering into a transparent mental experience of the materialized teaching aids. The fact that many children enter into this experience of observation by the transparent children, children can enter into the observation, indicating that the child's mind is as quiet as water, in the calm, to automate the absorption of growth in order to discover the experience. Giving children this environment of mutual absorption, the formation of the situation is that children are teachers among children, but also their own teachers, this "teacher", is the product to bring them to discover the continuous learning. This "teacher" is the continuous learning that the product brings to their discovery. Let the children's growth, from the beginning to the end, are entering into a kind of independent learning, independent discovery, and independent generation of creativity.
Giving children the experience of this constant mental "transparency" of the manifestation of the Montessori educational products are all set into a holistic theme, the purpose is to develop children's intelligence from the source of the beginning. The holistic approach will bring the child to an understanding of the totality of things. The curriculum is set up in such a way that the educational content of a theme is integrated with the teaching aids throughout the educational activities.
Historical education, recognizing time. Starting from recognizing a clock, a second, a minute, an hour, 24 hours a day, children can discover that time is a sequence of numbers through the operation of teaching aids. Then, recognizing the daily activities of a person's day, what is the process of entering and working seven days a week, children discover that the educational content and relationships are linked. The social activities of the thirty days of January, the year is four seasons, and each season is related to human life. The four seasons are twelve months and the twelve months have those holidays. Again, children are given the sense that time is in motion and is accompanied by a variety of human activities.
Montessori's educational products, set primarily in sets, are therefore also characterized by giving children in great numbers. Enough quantity can make children constantly produce the interest of touch, which is like a child in the yard to play with sand, far less than to the beach to let the children enjoy playing. The child enters into quietness, into concentration, into endurance, into a lasting habit of doing things alone in touch. Children gradually enter a thematic education that brings them to the continuous use of the principle of unity of work, because of the continuous cognition, and in the continuity of the continuous discovery, and because of the continuous discovery, and the continuity of the continuous improvement of intelligence.
Given this holistic education, a continuum of learning occurs in the child's awareness.
One day, I found a child who had not been picked up by his parents at the end of the school day, and who was alone on the carpet of the classroom with his teaching aids, and I realized that the child*** had carried six sets of teaching aids, which amounted to more than 110, and that the child was engaged in a joint operation. Joint manipulation, that is, the manipulation of several sets of teaching aids*** together, is the state in which the Montessori child enters into the best state of operational development. So he let to him, a strong interest in observation occurred. I sat on the side with him, and he operated the teaching aids in a variety of graphic patterns, no matter how to operate, always in the order set by the teaching aids. He made me feel that the sequentialization of the movement into is no longer a simple way to discover a sequential arrangement as many children do, but the application of the principle of thinking is to construct a tower house out of the set of teaching aids, no! I should say: a model of a tower frame constructed using sequences. I believe that a building designer with a discerning eye will be inspired to create his own design when he sees it. At that time, let me recall the first time to the Temple of Heaven Park in Beijing to travel, the Temple of Heaven ritual year Hall within the top of the pattern, the dozens of meters long wood, built into a hexagonal shape, wood all from long to short, from the first layer of the about to the seven layers have been upward base, until the last layer of the Hall top, showing the tower form. At that time, I do not understand what the ancients used the principle, because of its marvelous and spectacular , so that the hall of cultural relics written on the plate to such an observation of the light words, I still remember, "this hall did not use a nail, wood and wood connection, all rivets set rivets."
The child entered into such a state that I decided that he had been through a sequence of actions, so that the inner development of thinking has been towards is rigorous and meticulous, in the conception of a unique wisdom, while building and thinking, like a master craftsman, into the completion of this great work of creation. I was no less excited than the children outside. Then I rushed to the office and brought my camera to take a picture of it. Four years later, I went to Beijing to give a lecture at a Montessori kindergarten, and from the window of the kindergarten, I also saw a picture of the same shape as the one I had photographed that child operating at that time. I thought that the children's discoveries were the same because they used the same principles and methods, which made the children's discoveries the same. The first discovery of this tower-shaped frame model using six sets of teaching aids was made by a few children in Taiwan.
After that, I asked the children to draw a sequence diagram of the results of the operation. At this time I park on the teacher examination into the teaching requirements of the Montessori operation class, can draw out is to have the thinking of the spatial sense of the object, for teachers to enter the classroom teaching accurately observe the children, extremely effective. Because drawing out is by thinking out the result, can't draw out because never cognized. This method given to children can quickly enhance children's entry into using drawing to learn math. This is the main learning component of the Step Control Math Elementary Edition children into a kind of. Children say it is graphing math.
This child drew all of his manipulatives as written shapes, and then I asked him to take the written shapes and use numbers to calculate the total length of each shape, and he reasoned it out surprisingly quickly. This gave me a basis for setting up children's elementary school math materials for the future, and found a basis for continual extension.
Using the principle of education to cultivate children's apparent order of entry, a child through the heart of the sequence established by the action and the formation of concepts, the child enters the community, will consciously abide by the order of the public ****, demanding to abide by the heart of the order established by the moral education produced by the normative action, the children's thinking into the sequence of the sequence of the sequence refers to the orderly. Sequence refers to the accuracy and precision of countless entries. It is also the result of countless thinking. This is the highest state of development for the Montessori child. Children into the sequentiality of thinking, so that children into doing things, thinking, dealing with more rationality, wisdom, accuracy, but also the potential for a constant explosion of creativity.
Principle of education, will allow a mixed-age education, through the principle and the occurrence of non-stop orientation to education. I every time in the lecture, ask me what the most topics, a mixed-age classroom, so that children are free to choose to operate the learning, the class is actually how to do, this is also my initial contact with the Montessori education, and I produced the same confusion problem. When I carried out the first Montessori education class, I was surprised to find that the children have something for them to operate, very compliant with the order of the classroom, that day touched me just want to cry.
Until the implementation of Montessori education a year later, let me more and more found that the link children into the environment prepared by adults to children, the classroom is a circle, both teachers and children, as long as they do not get out of the circle, the principle of educational products, as we are each to go to the fast-food restaurant to eat, consciously into the fast-food restaurant fixed dining seat, so also let the people who want to come to dinner, all have to comply with due to the fixed seat, also put the people to eat. The fixed seats also control the people into a fixed order.
This "fixed seat" is the educational product that allows the following to achieve the unity of the three.
One is the principle of unification of all the contents of the educational product.
The second is that as long as the child observes the three elements of the environment and is given the choice to enter into the free operation, the child will naturally discover the principle of the educational product setting and enter into the control of the error and enter into the correction of the error (see control of the error I),
The third is that the teacher, by giving the child the above two respect for the development of the child's personality and the free choice of the work of the right to work, has also invariably reached the use of the teaching aids to control the adult's control over the child. principle to control the adult's indoctrination of the child.
Controlling the teacher's indoctrination of the child emerges from the situation, Montessori uses a unified three-stage educational prompt. Let the teacher lead the child into the first cognitive learning activities of all teaching aids. Such as learning the cognition of the color red.
The first stage: uniting sensations and names. Say to the child: "This is red"
Phase 2: Recognize the object with the corresponding name, say to the child: "Give me red",
Phase 3: Memorize the name of the corresponding object. We show the child an object and ask him: "What color is it". The child replies, "It's red".
And then there is the function of each teaching aid product, which is only set to allow the child to discover a concept. Teachers completely steal concepts that belong to the child's cognition once they give the child a hint, but the child has not yet developed enough to discover them. A child learning geometric three-dimensional operation, can not immediately discover the face to face matching, or even several times, still can not be found, each time just into the game of play, the teacher can not give corrections, can not be disturbed, unless the child allows you to help, even if the teacher is unconsciously informed. Control teachers do not go to teach the children, the purpose is to let the children into a kind of repeated operation after the children will one day find out on their own.
The use of the sensory principle to characterize a teacher's work entry is a child's developmental work entry, and whether the child's entry into development is good or bad is all reflected in the teacher's preparation of the child. Just as when we do something, the better you prepare, the better things come out, and this goodness is reflected primarily in the teacher's ability to detail much of the instruction.
The teacher prompts the children with a small group tactile exercise lesson on feeling temperature differences. Teachers first use a container to put water into four identical bottles, and then use a thermometer to modulate the temperature difference between the four identical containers, it is the same as the Montessori educational principles throughout the children's touch, the sense of touch is from cold to hot. Children touch from cold to hot, just as children discover that a long stick goes from long to short. If the teacher is too much trouble and does not use a thermometer to adjust the temperature, but just goes to the temperature of the water in the container according to his own feeling, he cannot accurately penetrate the educational principle of Montessori, and because of the teacher's mistake, he brings the children to feel the mistake in touching. Touch through the container from cold to hot, actually through the temperature of the water to reflect a mathematical process of temperature increment. For the teacher to make this process feel accurate to the child, the principle also requires that the teacher's preparation enters into a process of refinement each time. This process of refinement means that after the teacher has given the child this exercise, he or she then goes on to adjust the temperature of the water each time, just as he or she did the first time, ensuring that the child goes on to do the exercise alone.
The teacher's entry into the state of preparation through the many refinements of the Montessori educational principle is through the rigor, science, and digitization of the educational product in the environment, which increasingly shapes the teacher into a counterpart of the rigor, science, and digitization achieved, and therefore the authenticity, responsibility, detail, and reciprocity of service to the child is revealed. (Reciprocity is the effect of a person finding a product for which he or she is suited and transforming himself or herself.) From the real practical sense, into the implementation and realization of the educational ideas of Montessori, calling on all mankind to respect the growth of children, to help the development of children's lives, is never an empty word.
The great success of Montessori education is the use of the technologization of the product, the unification of the principle of the method of education of children, fundamentally, to ensure that the children can enter, the development of life to continue to explore and pursue the use of the principle of the product itself in the product itself, to constantly copy their bodies, automatically enter the education of the self-realization. The children will be allowed to develop their lives every day in a way that neither excludes learning human knowledge, but allows them to develop their lives, to achieve self-fulfillment, to observe order, to learn from each other, to help each other, to cultivate norms, to self-improvement of their lives, and self-improvement of their learning and education in a simulated management of socialization. The teacher will be the one who, in a characteristic way, serves the object of education, which is enduring and continuous. This kind of education should attract enough attention to human education.
Montessori's education, the children's education, has been upgraded to a systematic educational project, which also gives human education, as long as the principle of the method to go on, will not deviate from not only let the children to learn the human knowledge of the same time, but also to improve the children's responsibility to the community, and the moral education of the development of the track. Because the three main services of Montessori education for children in the product (isolation, error control, and indirectness of education) will be able to play a role in linking the education of children into the learning of knowledge, and the development of children's character, and the future responsibility of the community into the normative role.
These three principles, which have been increasingly publicized and standardized by the social management, have begun to be applied universally, and were successfully applied to the education of children by Montessori in the early twentieth century.
If traditional education is to enter a substantial improvement and reform, it is necessary to draw on. Otherwise, such reforms will be futile.
And I believe that as long as Montessori's principles of education, and the three service-oriented methods of educators, are set into primary, middle and high school education, we will be able to achieve the same educational results as the development of the child, and even better, because of the combination of advanced educational equipment and means. The Montessori method of education has been successfully used in high school education in the United States.
Level control math is the use of Montessori's educational principles, the technical content of Montessori's educational products, to do a comprehensive proof and analysis. Educational experiments have proved that, first, because of the use of the principle of education, elementary school six years to finish the study of mathematics, only three years, and is to allow children to finish their own learning, and secondly, to improve the children's interest in learning mathematics, so that the children can enter their own observation, thinking, exploring the study, and establish a kind of self-confidence from the end of the self-confidence and independence in learning to enter the use of mathematics to build up a new mindset to enhance the ability to observe the problem, think about the problem, and the redevelopment of the ability to think about the problem. The new thinking established through the use of math enhances the redevelopment of the ability to observe and think about problems, and is applied to the study of other subjects, as well as influencing the children to face life and enter into continuous thinking.
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