蒙台梭利发展史--AMS官网好文分享

AMS总部有大量珍贵蒙氏教学及家庭教育相关英文资料，AMS for China将官网文章翻译为中文，为中国的蒙特梭利教师、家长提供更多的便利。

1906年，在一场以科学教育学和实验心理学为主题的国际竞赛中担任评委的意大利教育家、医生、科学家玛丽亚·蒙特梭利博士(Dr. Maria Montessori)，受邀在靠近罗马市中心名为圣洛伦佐的贫民区创建一个托儿中心。在那里，她要面对的是该地区一些最贫困，甚至之前从未受过正式教育的孩子们。

1907年1月6日，由玛利亚·蒙台梭利博士创办的名为「儿童之家」（意大利语：Casa dei Bambini；英语：Children’s House）正式成立并且开始招生。她决心为那些被认为根本不可能也无法学习的孩子们提供一个优质的教育环境——她做到了。

这些在最初不太守规矩的孩子们很快就对拼拼图、准备食物、照顾环境以及能够动手实操的各种事情产生了极大的兴趣。不久之后，蒙台梭利博士观察到孩子们的行为变得平静和平和，有时会出现高度专注的状态以及对良好秩序的主动维护。她观察到孩子们从周围的环境中吸收知识，也就是说，实质上他们是在“自学”。

蒙台梭利博士结合她早期对幼儿的观察与科学研究经验，为孩子们设计了独特的学习材料，其中许多材料在蒙台梭利教室中一直沿用至今，这些材料也为孩子们创建了一个可以激发和培养幼儿内在学习动机的教室环境，

「儿童之家」取得成功的消息很快就传遍了意大利。1907年4月7日，蒙台梭利博士在圣洛伦佐开设了第二个「儿童之家」，同年的10月18日，在米兰开设了第三家。

In 1906, Dr. Maria Montessori, an Italian educator, physician, and scientist, who had just judged an international competition on the subjects of scientific pedagogy and experimental psychology, was invited to create a childcare center in San Lorenzo, a poor, inner-city district of Rome. There, she would be working with some of the area’s most disadvantaged, and previously unschooled, children.

She opened the doors on January 6, 1907, calling the center the Casa dei Bambini—Italian for “Children’s House.” Dr. Montessori was determined to make the Casa a quality educational environment for these youngsters, whom many had thought were unable to learn—and she did.

While the children were unruly at first, they soon showed great interest in working with puzzles, learning to prepare meals and clean their environment, and engaging in hands-on learning experiences. Dr. Montessori observed that before long, the children exhibited calm, peaceful behavior, periods of deep concentration, and a sense of order in caring for their environment. She saw that the children absorbed knowledge from their surroundings, essentially teaching themselves.

Utilizing scientific observation and experience gained from her earlier work with young children, Dr. Montessori designed unique learning materials for them, many of which are still in use in Montessori classrooms today, and created a classroom environment that fostered the children’s natural desire to learn.

News of the school’s success soon spread through Italy. On April 7, 1907, Dr. Montessori opened a second Casa dei Bambini, also in San Lorenzo. And on October 18, 1907, in Milan, she opened a third Casa.

蒙台梭利学校的成功获得了社会的广泛关注，政要们从世界各地向罗马奔赴而来，也亲眼见证了这些表现出专注且自律的“奇迹儿童”。

一些杰出的教育工作者被具有创新精神的蒙台梭利教学法深深吸引并且对学习它充满了迫切的渴望，他们中的有些人也很幸运地得到了蒙台梭利博士的亲自教授。蒙台梭利的课程甚至吸引了来自遥远的智利和澳大利亚的求学者。而在短短几年之内，蒙台梭利学校已经遍布了五大洲。

1909年，蒙台梭利博士出版了她的第一本书《应用于儿童之家的幼儿教育之科学的教育方法》（意大利语版书名）。这本书在3年内被翻译成了10种语言，这本书英译版名为《蒙台梭利教学法》（The Montessori Method）的首印5000册仅仅4天内就已经售罄。

到了1910年，蒙台梭利学校已遍布西欧，并在世界各地得以建立。而在1911年，则开办了美国的第一所蒙台梭利学校。

截止到1914年，已经出现了很多关于蒙台梭利教育的书籍以及187篇英文文章。备受欢迎的《麦克劳》杂志中的一篇文章将蒙台梭利博士描述为“教育奇迹的创造者”。

于1916年开始，蒙台梭利博士将注意力转向小学阶段的教育。在那一年的国际培训课程中，她的讲座中接近一半的内容都集中在新创造的基础材料上。一年后，蒙台梭利博士出版了《L'autoeducazionne nelle Scuole Elementari》一书，阐述了她对7-11岁儿童教育的看法。（这本书的英译名为《高阶蒙台梭利教学法》）。

The success of Dr. Montessori’s schools sparked interest around the world. Dignitaries traveled to Rome from countries far and wide to witness, firsthand, the “miracle children” who exhibited concentration, attention, and spontaneous self-discipline.

The innovative Montessori Method also began to attract the attention of prominent educators eager to learn it. Some were taught by Dr. Montessori herself. Her courses drew students from as far as Chile and Australia, and within a few years, there were Montessori schools on 5 continents.

In 1909, Dr. Montessori published her first book, Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini. Within 3 years it had been translated into 10 languages. Its first 5,000 copies in English, succinctly titled The Montessori Method, sold out in 4 days.

By 1910, Montessori schools could be found throughout Western Europe and were being established around the world. In 1911, the first Montessori school opened in the United States.

By 1914, 187 English-language articles and books had been written about Montessori education. One article, in the highly popular McClure’s Magazine, described Dr. Montessori as “an educational wonder-worker.”

Dr. Montessori began to turn her attention to the education of elementary-aged children in 1916. In the international training course that year, Dr. Montessori focused nearly half of her lectures on newly created elementary materials. A year later, she published L'autoeducazionne nelle Scuole Elementari, describing her thoughts on the education of children ages 7 – 11. (The English title of the book is The Advanced Montessori Method.)

蒙台梭利博士早期的研究重点是幼儿，直到20世纪20年代，她开始将注意力转向了青少年。她意识到这个发展阶段的学生需要一些活动来帮助他们理解自己，能够正视自己的定位，成长为一名全球公民。

蒙台梭利建议开设寄宿学校，让青少年——她称之为Erdkinder——地球的孩子，可以在一个值得信任的社区工作和生活，去参与真正的实践。比如农业或销售自己的手工制品。她相信，通过对人类互相依存的真实体验，学生们将了解社会是如何组织起来的，并以主动的、积极的方式发展出迎接“挑战”所需要的技能。

随着时间的推移，因为蒙台梭利博士经历过两次世界大战，所以她将和平教育融入到了蒙台梭利课程中。直到今天，促进和平与维护社会正义仍然是蒙台梭利教育很重要也很珍贵的一部分。

蒙台梭利博士四处旅行，开设课程和讲座，鼓励开办新学校。为了确保她的哲学和教育方法能够按照她的意愿得以延续，她和她的儿子马里奥在1929年创立了蒙台梭利国际协会。

Dr. Montessori’s early research focused on educating young children, but in the 1920s she turned her attention to adolescence. She observed that at this stage of development, students need activities that help them to understand themselves, to find their place in the world, and to blossom into global citizens.

She proposed residential schools where young adolescents—whom she called Erdkinder, or “children of the earth”—could work and live in a trusting community, engaging in real-world activities such as farming or marketing their own handmade goods. By experiencing human interdependence, she believed, students would learn how society is organized and develop the skills needed to meet the world’s challenges in a positive way.

In time, Dr. Montessori also wove peace education into her curriculum, a result of having lived through 2 horrific world wars. Education for peace and social justice remains an integral part of Montessori education.

Dr. Montessori traveled widely, giving courses and lectures and encouraging the launch of new schools. In 1929, together with her son, Mario, she established the Association Montessori Internationale, to ensure that her philosophy and approach to education would be carried on as she intended.

在美国，具有创新思想的蒙台梭利教育迅速流行起来。并且在1911年，成立了美国的第一所蒙台梭利学校，这所学校是在纽约斯卡伯勒一位著名的银行家中开办的。其他人也紧随其后。与蒙台梭利博士为贫困、弱势家庭孩子创办的「儿童之家」不同的是，这些幼儿园是为那些来自富有的、有教养的家庭的孩子们提供优质教育而创设的，并且得到了包括托马斯·爱迪生和亚历山大·格雷厄姆·贝尔在内的很多知名人士的支持。

1913年，玛丽亚·蒙台梭利博士前往美国进行了为期3周的巡回演讲，在那里她遇到了一群充满好奇并且对蒙台梭利教育兴趣浓厚的支持者们。有400人出席了在华盛顿特区为她安排的招待会，其中包括伍德罗·威尔逊总统的女儿玛格丽特·威尔逊以及外交部长和许多政要。

她在纽约卡内基音乐厅向1000人发表演讲并且展示了在罗马的蒙台梭利学校拍摄的“电影”。而为了满足大家的需求和渴望，讲座又安排了第二场。蒙台梭利说，她发现美国的蒙台梭利学校都在遵循她的方法，她的这次旅行是成功的并且令人欣慰。

1915年，蒙台梭利博士回到美国，在旧金山的巴拿马-太平洋国际博览会上展示了她的教育方法，并为渴望成为蒙台梭利教师的人们提供了国际培训课程。

在博览会上，一间蒙台梭利「玻璃教室」被建造了起来——三面墙都是全景玻璃窗。这种独特的设计让观众们惊奇地看到了教室中正在聚精会神地学习，似乎根本不会关注到周围人群的学生们。

同样是在1915年，蒙台梭利博士受邀在加州奥克兰举行的，超过15000名教育精英出席的全国教育协会年会上发表演讲。

「玻璃教室」的成功和蒙台梭利博士在加州的长期访问，强烈地激发了美国人对蒙台梭利教育以及对这位极其具有远见卓识的创始人的热切关注，推动了蒙台梭利教育遍及美国的发展。蒙台梭利也因为她的教学法和她自身的魅力而得到了美国媒体和教育精英们的拥护。到1916年，美国已经创办了超过100多所蒙台梭利学校。

In the United States, the Montessori Movement caught on quickly. The first Montessori school opened in 1911, in the home of a prominent banker in Scarborough, New York. Others followed in rapid succession. Unlike Maria Montessori’s first Casa dei Bambini, which was for children from poor, disadvantaged families, these catered to children from wealthy, cultured families striving to give their children the best education possible. Prominent figures, including Thomas Edison and Alexander Graham Bell, gave their support.

In 1913, Maria Montessori traveled to the U.S. on a 3-week lecture tour, where she was met with crowds of curious and interested supporters. A reception was arranged for her in Washington, DC. Four hundred people attended, including Margaret Wilson, the daughter of President Woodrow Wilson, and many foreign ministers and dignitaries.

She lectured to a crowd of 1,000 at New York City’s Carnegie Hall, where she showed “moving pictures” taken at her school in Rome; in response to demand, a second lecture was arranged.

Montessori reported that she found the schools in America faithful to her methods, and considered the trip an overwhelming success.

Dr. Montessori returned to the U.S. in 1915 to demonstrate her method at the Panama–Pacific International Exposition in San Francisco, and to give an international training course for prospective Montessori teachers.

At the exposition, a Montessori “Glass Classroom” was constructed—that is, a classroom with panoramic glass windows on 3 walls. This unique design enabled spectators to observe, with amazement, the class of young students who worked with intense focus and concentration, seemingly oblivious to the crowd surrounding them.

That same year, 1915, Dr. Montessori was an invited speaker at the prestigious annual conference of the National Education Association in Oakland, California. More than 15,000 educational leaders attended.

The success of the Glass Classroom and Dr. Montessori’s long California visit fueled American interest in Montessori education and its visionary founder, helping to propel Montessori education across the country. American newspapers and educational leaders embraced its founder for both her pedagogy and her personality. By 1916, more than 100 Montessori schools were operating in the U.S.

在美国，由于语言障碍、第一次世界大战的旅行限制、反移民情绪的高涨以及少数有影响力的教育家的抨击。蒙台梭利教育在刚开始时虽然得以迅速发展，但很快就销声匿迹了。

进步教育运动中备受推崇的人物威廉·基尔帕特里克，曾是约翰·杜威(John Dewey)的学生。他在其《检视蒙台梭利系统》一书中批判了蒙台梭利教育。基尔帕特里克是20世纪初的一名流行学者，他抨击蒙台梭利博士的资历、观点和整个教育哲学。他否定了蒙台梭利博士对教师的角色、理想的教室、课堂材料的理念以及她对发展学说以及蒙特梭利学校里孩子们的自由的解释。基尔帕特里克对蒙特梭利的负面评价很快在全美广为流传并被大众所接受。

20世纪20年代，除了极少的蒙台梭利学校或从业者，美国的蒙台梭利教育几乎完全消失了。

The Montessori Movement in the U.S. burned out as quickly as it had spread. Language barriers, World

War I travel limitations, anti-immigrant sentiment and the disdain of a few influential educators all contributed to the decline.

William Kilpatrick, a highly regarded figure in the progressive education movement, and a former student of John Dewey, was one such detractor. He critiqued the Montessori Method in his book, The Montessori System Examined. A popular scholar in the early 20th century, Kilpatrick criticized Dr. Montessori’s credentials, perspectives, and overall philosophy. He dismissed her beliefs of the role of the teacher, ideal classroom size, and classroom materials. And, he rejected her interpretation of the doctrine of development, as well as the amount of freedom the children have in a Montessori school. Kilpatrick’s negative assessment of Montessori quickly became widely known and accepted throughout the U.S.

By the 1920s, Montessori education in the U.S. had almost completely faded away, except for the occasional school or practitioner.

到了20世纪50年代，美国对传统教育日益增长的不满使美国的文化氛围正在发生变化。而在那些求索新出路的人们中，有一位来自纽约的年轻且有理想的教师南希·麦考密克·兰布希，她在“偶然发现”了蒙台梭利的作品后，被其新思想深深触动。1953年，兰布希前往巴黎参加蒙台梭利大会，并且获得了更多关于蒙台梭利教育的信息，收获颇丰。正是在那次大会上，她遇到了蒙台梭利的儿子马里奥·蒙台梭利，马里奥鼓励她把蒙台梭利教育带回美国。蝴蝶效应产生了。兰布希回到美国后大力推广蒙台梭利教育，使其在美国得以复苏。在兰布希的不断努力下，美国蒙台梭利协会于1960年正式成立。

《华盛顿邮报》将南希·兰布希评为“负责唤起这个国家重新认知蒙特梭利教育的教育家”。《天主教记者报》称她为“开创这一切的女士。”

《新闻周刊》称她为“蒙台梭利教育复兴运动的红发发动机”。

菲利斯·波维尔，“蒙台梭利来到美国 : 源于玛丽亚·蒙特梭利和南希·麦考密克·兰布希的共同指引。”

By the 1950s, the cultural climate was changing in the U.S., including growing discontent with traditional American education. Among those seeking alternatives was a young, aspiring teacher from New York City, Nancy McCormick Rambusch.

Having “happened upon” the writings of Maria Montessori, Rambusch was struck by the freshness of her ideas. In 1953, she traveled to Paris to attend a Montessori Congress and learn more. There, she met Mario Montessori, Maria’s son, who encouraged her to bring Montessori back to the U.S. One thing led to another, and out of Rambusch’s subsequent Montessori schooling and vigorous efforts to promote the Method in the U.S., Montessori education once again took off. Parallel to this, in 1960, and also as a result of Rambusch’s efforts, the American Montessori Society was born.

The Washington Post designated Nancy Rambusch as “the educator who is responsible for renewing this nation’s interest in the Montessori Method of education.” The Catholic Reporter called her, “The lady who started it all.” Newsweek referred to her as “the red-haired dynamo of the Montessori revival. ”

PHYLLIS POVELL, "MONTESSORI COMES TO AMERICA: THE LEADERSHIP OF MARIA MONTESSORI AND NANCY MCCORMICK RAMBUSCH"

100多年前，最初的蒙特梭利教育只是在意大利罗马为一群贫困儿童建立的一间教室。而如今，它已在教育领域举足轻重。仅在美国，就有大约5000所蒙台梭利学校为100多万人提供从婴儿到青年的教育服务。而这样的蒙台梭利学校，全世界还有数千所。

美国蒙台梭利协会正在迅速发展并且生机勃勃，而国际蒙台梭利协会及其世界各地的会员协会也是如此。很多蒙台梭利团体也在不断提供交流、合作和专业发展的机会。

目前，对蒙台梭利教育的需求空前高涨，尤其是在中国。蒙台梭利教育培训中心正在尽最大努力为教师提供优质的培训课程，创办并持续建设能够满足要求和需求的蒙台梭利学校。美国蒙台梭利协会非常积极地提供各种帮助，特别是要对精选项目的质量严格把关。同时也会根据实际情况提供更多的支持。

在美国，针对社区需求而开展的蒙台梭利教育项目数量已经明显增加。例如，免费提供蒙台梭利教育的公立学校和特许学校、提供延长运营时间以及需要全年运营的学校等。

还包括一些需要采用双语、浸入式语言或基于信仰创办的蒙台梭利学校或班级；专为阅读障碍、语言处理障碍等特殊学习需要儿童提供的教育保障服务项目。

由于认识到代际关系对儿童发展的重要价值，也为了能够使蒙台梭利哲学与成人的育儿需求保持一致，一些蒙台梭利学校已经开设了为支持幼儿与祖辈进行有意义互动的系列课程。还有一些学校则与其他国家的蒙台梭利学校建立了跨文化的合作关系，支持学生与全球建立连接，以此加强对世界各地人民的了解和认知。

还有一些蒙台梭利学校，在他们的课程中加入了实践性的社区服务项目。

接受过蒙台梭利教育的知名人士，其中包括NBA最有价值球员斯蒂芬·库里;谷歌创始人拉里•佩奇和谢尔盖•布林;以及已故厨师、作家、知名媒体人士朱莉娅·查尔德。这些人把他们接受过蒙特梭利教育的经历作为自己成功的原因，促进了公众认识到蒙台梭利教育法是一种能够支持各个领域的人充分发挥其潜力的教育帮助。

2018年建立的“Day One”基金计划——为低收入家庭提供10亿美元的全额奖学金并用于资助蒙台梭利学前教育。该计划再一次引起了人们对蒙台梭利教育的关注。提出这一倡议的人正是一名蒙台梭利校友——亚马逊首席执行官杰夫·贝索斯。

事实证明，蒙台梭利教育不会只停留在某一个地方，它的发展速度足以令其创始人感到欣慰，玛利亚·蒙台梭利博士——一位敢于挑战固有的学习方式并且意识到人类尊严的女士。

她的遗产在AMS的蒙台梭利认证教育工作者和其附属的教师教育项目中得以延续。我们为了一个共同的目标而团结在一起：在优雅和礼仪的滋养中成长起来的孩子们会使这个世界更加美好，因为他们才是未来的主人。诚挚的欢迎你加入世界上最大的蒙台梭利组织！

From its humble beginnings more than 100 years ago as a single schoolroom for a group of underprivileged children in Rome, Italy, Montessori education has taken a firm foothold on the education landscape. In the U.S. alone, approximately 5,000 Montessori schools now serve over one million children, from infancy through adolescence. Thousands more Montessori schools exist worldwide.

The American Montessori Society is thriving, as is the Association Montessori Internationale and its member societies worldwide. Other Montessori groups also offer opportunities for networking, collaboration, and professional growth.

Currently, China, in particular, is seeing unprecedented demand, and education groups are working as diligently as they can to train the teachers and build the schools needed to meet it. We at AMS are helping, particularly to ensure the quality of select programs, and are poised to provide more support in coming years.

In the U.S., there has been a proliferation of programming specific to communities’ needs; for example, public and charter schools that offer tuition-free Montessori education, schools that offer extended hours of operation, and programs that operate year-round.

There are also Montessori classrooms that are bilingual, immersive-language, and/or faith-based; and programs specifically for children with learning exceptionalities, such as those associated with dyslexia and language-processing disorders.

Recognizing the many values of intergenerational relationships, and the alignment of Montessori philosophy with adult-care needs, some Montessori schools now include programs that bring together students and the elderly for meaningful interactions. Others create cross-cultural relationships with Montessori schools in distant countries, opening the doors for students to form global connections and strengthen their understanding of peoples worldwide. Many Montessori schools, if not most, incorporate community-based service learning programs in their curriculum.

Well-known personalities have been educated in Montessori schools. Among them are NBA MVP, Stephen Curry; Google founders, Larry Page and Sergey Brin; and the late chef, author, and television personality, Julia Child. These individuals have cited their Montessori education experience as contributing to their success, heightening public awareness of Montessori as an approach that helps individuals from all manner of fields reach their full potential.

Day One Academies, an initiative launched in 2018 to provide $1 billion in funding for full-scholarship Montessori-inspired preschools for low-income families, has drawn new attention to the Method. The man behind the initiative? Amazon CEO Jeff Bezos, a Montessori alum himself.

The evidence is clear: Montessori is not only here to stay, it is growing at a rate that would have gladdened the heart of its founder, Dr. Maria Montessori—a woman who dared to reimagine how we learn, and recognized the dignity and capacity of all human beings.

And her legacy continues in the great work of AMS’s Montessori-credentialed educators and affiliated teacher education programs. We are united with a common purpose: to make the world a better place through grace and courtesy instilled in our children, who will serve as our future leaders. Join the largest Montessori Movement and organization in the world!

使命：

培养专业国际蒙特梭利教师

让蒙氏教育走进每一个家庭

愿景：

国际专业蒙氏师资培训落地服务专家

核心价值观：

谦卑 专业 创新 共赢