當蒙特梭利教育與全語文概念相遇

Using Montessori Education in Conjunction with the Whole Language Approach

本研究探討全語文概念與蒙特梭利教育相遇所產生的語文活動，以質性資料分析為主，透過教師訪談、教授入園輔導會議、課室觀察、教學省思札記等多種資料，進行多元文件的交叉檢證。全語文概念融入蒙特梭利教育大多在學習區內實施，少數在分享時間、例行性活動或融入文化課程中進行。結果發現：一、全語文概念下，符合蒙特梭利教育所開展的語文活動在聽說及讀寫萌發共有17項活動；二、以蒙特梭利語文教育理論產生之活動則有日常生活練習區工作為間接預備期，接著透過視覺辨別、空間辨別、聽說與寫讀四大語文活動進入正式書寫期。

In this study, a preschool that adopted Montessori education was examined, and the use of this education method in conjunction with the whole language approach was investigated. Qualitative data analysis was employed, and 13 children were recruited as research participants. Data were collected from various sources, including teacher interviews, consultation meetings hosted by professors, classroom observations, teaching reflection dairies, and subject to cross analysis. The results were as follows: (a) when the whole language approach was used in accordance with the Montessori education theory, eight language activities of listening and speaking abilities and nine activities of reading and writing abilities were obtained. (b) The activities involving Montessori education theory, which required the children to practice various daily life actions (e.g., catching, pouring, scooping, knocking, turning, clipping, cutting, folding, wearing, stripping, pounding, piercing, weaving, cutting and pasting, cleaning, and transporting), initiated the children into the indirect preparation stage. (c) The activities involving the four major domains (i.e., visual identification, spatial identification, listening and speaking, and reading and writing) subsequently initiated the children into the official stage of writing and reading.