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你知道吗?蒙特梭利感官教育中蕴含的那些“数学原理”

 

 

1213日下午,嘉德琳全球教育师训中心AMS蒙特梭利3-6岁国际讲师邓晓云园长来到无锡博大校区,与家长们一同分享了蒙特梭利感官教育中的“数学原理”。感官教育中蕴含了多少数学思维,感官究竟是如何协助孩子学习数学的?这些问题家长们从晓云园长的分享中得到了满意的答案。

Principal Claudia Tsen, the lecturer of AMS Training Center CGE was here to share theory of mathematicofSensorial Education of Montessori. There are many Mathematic Thinking included in Sensorial Education. But how is it helping children learning Math?

 

 

 

晓云园长先抛出问题:数学到底是什么?数学在哪里?数学与人的关系?引发家长的思考,并结合发生在自己身边的一些具体生动的事例,带家长一起认识感官学习的重要性,了解感官是如何帮助孩子进入他们的学习历程,感官教育中的视觉、嗅觉、味觉、听觉、触觉五大类是如何反映在数学学习中的,以及6岁以前的孩子所要学习的数理概念。我们一起来看看吧: 

 

In the beginning, Principal Claudia asked what is math? Where is math? What is the relationship between mathematics and human being?It makes the parents wonder about the mathematics that happens around us. And how the Sensory works for Mathematics with contains of vision, hearing, olfactory, taste and touch.

 

 

 

认识感官学习的重要 

1.感官乃是心智了解外界事物所需的器官,正如手是身体抓取东西所需的器官一样。(发现儿童) 

2.幼儿最先启动的机能是感觉器官。(吸收性心智) 

3.人类五官的特质在于接触外在世界,而儿童有一种本能,透过外在的感官所得的感觉成为中心的知识,且了解抽象的物质。(儿童的秘密) 


Importance of Sensorial learning 

1. The sensory organs are the organsthat help the mind to learn the external world, just as the hands are the organs for the body to grasp the needed things. (Discovering) 

2. The first function that children develop is the sensory organs. (Absorbent mind) 

3. The characteristic of human sensorial features is depended on contacting the external world. Children have an instinct to create the central knowledge through the external senses and to comprehend the abstract materials. (Secret of a child)

 

感官教育 

教育的重要意义 

帮助儿童从感觉到概念的形成到认知的发展。 

从具体到抽象~透过感官的训练得出具体的经验,进而产生思考力与判断。 

教育的内容与延伸 

视觉:看一看,发展视觉能力,培养视觉观察能力。例如:套套杯、透过视觉认识序列由大到小的关系。 

嗅觉:闻闻看,发展幼儿对味道的认识。例如:香包,用闻的,将味道与物品名称结合。 

味觉:尝尝看,了解味道名称。例如:水果糖,用尝的将味道与物品名称结合。

听觉:听听看,建立良好的听觉能力。例如:不同乐器,用听的,练习辨别所产生的不同声音。

触觉:摸摸看,将感觉用名词表达。例如:各种布料,粗细感觉与名称的结合。

 

Sensorial education

 The importance of the education:

Helping children to developcognitions through the formation of sensorial concepts.

From concrete to abstract – acquiring concrete experiences through the sensorial training to further create the abilities to think and judge.

Content and extension of Education

Vision: looking developsthe visual ability and cultivates visual observation abilities. For example: Setting up cups, through the visual understanding to recognize the sequence from large to small.

Olfactory: smelling developsthe abilities to recognize different smells. For example: sachet, with the smell combines with the item name.

Taste: tasting it and knowing its name. For example: fructose, by tasting the fruits and combining the tastes with its names.

Hearing: listening buildsup good hearing ability. For example: musical instruments, with listening different sounds to identify the different instruments.

Touch: touching and expressing feelings with words. For example: all kinds of cloth, smoothness and roughness can be described with words.

 

 

3.教具特性

配对:P (Pairing)

序列:G(Grading)

分类:S(Sorting)

Features of the teaching materials

Pairing: P (pairing)

Sequence: G (grading)

Classification: S (sorting)

 

 

认识数学前的预备

 1.逻辑思考

A、分类:将相同特性的物品集合在一起,发展幼儿相同与相异的概念(根据物品一特质将条件相同之物品归为一类)例:依形状、颜色………

B、比较:建立物体与物体间的关系概念

C、序列:建立先后顺序之关系概念

D、配对:建立一对一的对应概念

E、测量:建立长短与重量间的关系概念

F、空间:建立物体相对位置的关系概念

G、集合:物体关系重量的概念

2.量的关系

A、一对一的对应关系

B、量的比较

 


Preparations before learning the Mathematics

Logical thinking

Classification: Gathering the items with similar characteristics helps developing the concepts of identical and different for children. (By classifying the items according to its characteristics.) for example: shapes and colors.

Comparison: Establishing the concept of relationships between objects.

Sequence: The concept of establishing the relationship of sequences.

D. Pairing: Establishingan one-to-one correspondence concept.

E. Measurement: Establishing the concept of units and quantities.

F. Space: Establishing the concept of the positions of objects

G. Assemble: The concept of objectsrelates to its weights.

Quantitative relationship

One-on-one correspondence

Comparison of quantity

讲座最后是现场提问环节,家长们就自己孩子在数学方面发展上出现的一些问题以及遇到的困惑,和晓云园长展开了积极的交流与探讨。晓云园长提出让孩子在情境之下去做算式,要告诉孩子找到答案的方法而非直接把答案告诉他们,让他们学会寻找事物与事物之间的关系的建议,家长们感觉获益匪浅。

蒙特梭利数学的储备和学习是从感官经验即印象获得的,然而感官教具都具备配对、序列、分类这三种功能,这些功能又是逻辑思维的根本,对学好数学有着至关重要的联系。

At the end of the lecture, there was a live questioning session. Parents had a positive exchange and discussion with Principal Claudia on some problems in the Mathematics development of their children. Principal Claudia suggested that the children should be allowed to do calculations, and they should teach the ways to find the answer instead of directly telling them the answers, so that they could learn to find the relations between things. Parents felt that they benefited a lot.

 

 

 

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