Montessori 언어교육의 이론과 실제에 관한 연구 = (A) STUDY ON THE THEORY AND PRACTICE OF MONTESSORI LANGUAGE EDUCATION

다국어 초록 (Multilingual Abstract)

The necessity of early education is widely known according to the view of Montessori language education that unless infants acquire language at the sensible period they are in, development of all the other areas will be retarded simultaneously due to language development retard, but any preceding studies have not carried out.
The purpose of this study is to improve the quality of infants' language education course, by analyzing language education theories and considering how the Montessori language education is applied to practical situation.
This study takes the method of literature research, that is, analysing, reviewing and arranging on the basis of Montessori's writings, the books translated into English or Japanese, references and preceding studies. Followings are the subjects to study concretely ;
First, to find out the theoretical basis of Montessori language education.
Second, to investigate the theory and practice of listening development in Montessori language education.
Third, to investigate the theory and practice of speaking development in Montessori language education.
Fourth, to investigate the theory and practice of writing development in Montessori language education.
Fifth, to investigate the theory and practice of reading development in Montessori language education.
Sixth, to investigate criticism and suggestion of Montessori language education.
Followings are the results of study on the above subjects ;
Firstly, human life is regarded as a means of expression in Montessori's language education theory. So language education is classified into listening, speaking, writing and reading, and every parts are correlated with, supplementing each other. Also the language was seen in Montessori's theory to exist together with men, and to be automatically learned through the course of being absorbed, when culture and condition is ripen. At the period of infant, the power of language absorbance is very high, and the absorbed language is very important for general development of infants. Therefore, parents and teachers should prepare the environment appropriate for systematic language education concerning infants' development stage. Especially, active research is necessary for developing various language-related educational materials for children to learn traditional stories, songs and culture.
Secondly, listening, out of Montessori language education, is the first stage towards language development and has an important effect on speaking, writing and reading. It is very important to listen to what other people speak, So, the researcher would like to recommend children to actively take part in listening education, for today's children are most short of it.
Thirdly, as verbal development occurs rapidly in children aged between 2 and 5 according to Montessori education theory, it is important to foster the ability to address one's own idea to the other person with clear pronunciation. Therefore, proper language instruction and open-hearted and tolerant atmosphere, in which various lingual stimulus and educational materials are prepared, are required.
Fourthly, writing education precedes reading education, and writing ability develops when aged between 3 and a half and 4 and a half according to the theory. So it is stressed in the theory that the environment should be prepared for children to get interested in, not to miss the opportunity. What is important in writing is pen handling and Montessori writing education requires long stage of preparation. So it must be avoided to force children to write without any preparation.
Fifthly, all of the language-related organs are involved in reading, according to the theory. Once reading skill is completed, the ability to grasp meaning of words, name of things and context of sentence begins to develop. Talking skills and techniques could be developed in diverse form through reading. The habit of accurate reading is formed more slowly, compared to that of good writing. So, above all, it is important to provide children with the environment and opportunity to meet with sentences and to instruct them with patience.
Lastly, it might be useful to early childhood education course to supplement what scholars criticize against Montessori language education. And much research and efforts are required to apply the Montessori's method of education to domestic educational fields.
In conclusion, it seems that followings should be carefully considered ; ① development of teaching tools based on Montessori language education theory. ② language training in accordance with language development stage. ③ the importance of environment. ④ the teaching method suitable for domestic reality and culture. ⑤ practical application of teaching tools. ⑥ application of Montessori education to the lower classes of elementary school. Such consideration might serve for settling proper Montessori language education in this country, and improving the quality of domestic kindergarten's course of education.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 3
• 2. 연구 방법 및 제한점 = 4
• Ⅱ. Montessori 언어교육의 이론적인 배경 = 5
• 1. Montessori의 언어교육이론 = 5
• 2. Montessori의 언어발달의 기원 = 9
• 3. Montessori의 언어발달 단계 = 15
• Ⅲ. Montessori 언어 교육의 듣기 발달 이론과 실제 = 23
• 1. Montessori의 듣기 언어 프로그램의 내용 = 23
• 2. Montessori의 듣기 발달이론 = 24
• 3. Montessori의 듣기 프로그램의 실제 = 26
• Ⅳ. Montessori 언어교육의 말하기 발달 이론과 실제 = 29
• 1. Montessori 말하기 발달 프로그램 내용 = 29
• 2. Montessori의 말하기 발달 이론 = 30
• 3. Montessori의 말하기 프로그램의 실제 = 31
• Ⅴ. Montessori의 언어발달 프로그램 있어서 쓰기 발달 이론과 실제 = 34
• 1. Montessori의 쓰기 발달 프로그램 내용 = 34
• 2. Montessori의 쓰기 발달 이론 = 36
• 3. Montessori의 쓰기 프로그램의 실제 = 41
• Ⅵ. Montessori의 읽기 발달 이론과 실제 = 48
• 1. Montessori의 읽기 언어 프로그램의 내용 = 48
• 2. Montessori의 읽기 발달 이론 = 49
• 3. Montessori의 읽기 프로그램의 실제 = 52
• Ⅶ. Montessori 언어교육에 관한 비판과 시사점 = 59
• 1. Montessori 언어교육에 관한 비판 = 59
• 2. Montessori 언어교육의 시사점 = 62
• Ⅷ. 결론 = 66
• 참고문헌 = 70