Montessori의 算數敎育이 幼稚園 敎育에 미치는 影響

다국어 초록 (Multilingual Abstract)

The power of modern nations are depend on the development of the science. The science is built up by the mathematics. The importance of the early education is emphasized and that early education offers high result. For these reasons I studied on this paper about the education of mathematics in kindergarden.
The educational policy of our nation works hard on the education of kindergarden. Therefore, the theory and result of this education must stand firm and the result of learning development has to highly valued. According as on those points, I took this research on the way of mathematical education of Maria Montessori.
The objects of these studies are:
Fourty children who are taking the Montessori method in present at the Notre Dame Kindergarden which is located in Osan, Kueong Ki Do: fourty children who are not taking the Montessori Method in present at the Buk Kyo Kindorgarden which is located in mokpo city, Chun Nam: fourty children who are not taking the Montessori method in present at the Caritas Kindergarden of Holy mother which is located in Naju Gun, Cheon Nam.
The used tools for this study are the mathematical teaching implement of Montessori method and asking as inquiry and made them answer to the questions of the basic arithmatical problems.
The following results were obtained from the study:
First, the standard of the achievement of the arithmatical problems between the children who were educated in Montessori method and the children who were living in the city but not educated in it are different. Taking an average there were thirty six children who could solve the given problems among the fourty children who had taught by the M.method (it meant ninety percent of fourty children), and there were about twenty seven children (27.14 children) who could solve the given problems among the forty children who were living in the city but had not taught by the M. method (it meant 67.85 percent of four children). According to these average, the children who had taken the M. method were putstanding than the children who had not taken the M. method and live in the city, in the standard of the achievement of the arithmatic problems. Secondly, the standard of the achievement of the arithmatic problems between the children who were educated in M method and the children who were living in the country but not educated in it were different. Taking an average, there were thirty-six children who could solve the given problems among the fourty children who had taught by the M method (it meant ninety percent of forty children), and there were about twenty-eight children (27.86) who could solve the given problems among the fouty children who were living in the country but not taught by the M method (it meant 69.65 percent of forty children). According to these average, the children who had taken the M method were better than the children who had not taken the M method and lived in the country, seeing through the standard of the achievement of the arithmatical problems. Thirdly, the standard of the achievement of the arithmatical problems between the children who were living in the city and the country but both not taking M method had no differences. Taking an average, the children of the city showed 67.85 percent and the children of the country showed 69.65 percent. Thus, we could hardly see the difference between those two groups, knowing through the standard of the achievement of the arithmatical problems. Fourthly, there were notable difference in solving the problems between the checking figures, writing of numbers and the problems of addition and subtraction. But the following fact draws our attention. That is among the children who had received the M method, many of them could solve easily the problems of addition and subtraction under ten, and some of them could solve addition and subtraction above ten to expressed in terms of thousand.
With those results, I state that the M method lead children to the world of numbers and contribute for the development of the mathematical mentality.
In the light of facts of Western environment of education, our country is fall behind in the equipment with learning materials of educational field; and also low in understand of necessity of study through the learning center is not accepted because of the needed investment. But the investment must be decided by the greatness of its :fruits
Consequently, I wish the arithmatical learning through M method may generalized in all the kindergarden education.

목차 (Table of Contents)

• 목차
• I. 序論 = 82
• 1. 趣旨 및 目的 = 82
• 2. 硏究의 意義 = 84
• II. 理論的 背景 = 85
• 1. 몬테소리의 生涯와 敎育의 發端 = 85
• 1) 生涯 = 85
• 2) 「어린이 집」과 몬테소리 法의 창시 = 87
• 2. 몬테소리의 敎育 = 88
• 1) 敎育思想 = 88
• 2) 感賞敎具 = 91
• 3) 基礎 敎學的인 敎材 = 93
• III. 假說 = 94
• IV. 硏究 方法 및 節次 = 95
• 1. 被驗者 = 95
• 2. 標集 = 95
• 3. 實驗道具 = 95
• 4. 實驗條作 = 97
• 5. 實驗節次 = 97
• 6. 實驗資料의 判定基準과 統計處理 方法 = 104
• 7. 硏究의 制限点 = 105
• V. 硏究의 結果解析 = 105
• VI. 要約 및 結論 = 112
• 1. 要約 = 112
• 2. 結論 = 113
• 參考文獻 = 115
• Abstract = 117