蒙台梭利中的植物学 Botany in Montessori!

在2.5-6岁的蒙台梭利教室里，提供给孩子们关于植物的分类（比如门，纲，科，目等等）对第一阶段的孩子来说太过...



在2.5-6岁的蒙台梭利教室里，提供给孩子们关于植物的分类（比如门，纲，科，目等等）对第一阶段的孩子来说太过复杂，我们给他们提供分类的实际经历。我们可以从一个完整的植物或者一棵树开始。它们都有枝干，一些有花朵，一些没有，但是树和植物都有叶子。关于叶子，对比最明显的是不同叶子的形状。大多数的叶子都有完整的组成部分。

In Casa, giving foundation of plant classification（like class, subclass, superorder, order,family etc.) is too complicated for the first plane children, instead, we give classified experience to them. It begins with the   whole plant or a tree. They have stems, some have flowers,    some don’t, but they always have leaves. For leaves, the most contrasting thing is their  shape. Most of the leaves have all the parts.

我们提供给孩子们插花的工作。提供给孩子们的花，需要有大的枝叶或者大的花朵。花和叶子是需要被观察得到的部分。孩子们都对花很熟悉，他们喜欢到外面摘花，闻花香，把花朵撕开，甚至品尝花朵。一些孩子甚至在家里有小花园。孩子们也喜欢在外面捡树枝。当我们和孩子们在户外的时候，我们可以给孩子提供关于植物的一些语言方面的信息，比如植物的名字，比如感官方面的语言，形状，颜色，质感。让孩子照顾植物。有2.5-6岁班级的蒙氏儿童之家，都应该有一个自己的小花园。最好是有一个蔬菜园和一个花园。

We offer children the experience of flower arranging, The flowers   we offer should not have big stems or big flowers. Flowers and leaves     have visible parts. The children are very familiar with the flowers. They   like to go outside, pick flowers, smell them, tear them apart or even eat  them. Some of the children may have gardens at home. Children also      like collecting sticks outside. When we are with the children outside, we give the children some language, such as  names of the plants, or sensorial information like the shapes, colors, textures etc.;  we let the children   care for  the plants. In Casa, we highly suggest each school should have a garden, for the best a both flower and vegetable garden.

我们可以把一些植物放在教室里，让孩子们观察，记录花的开放过程，这样会为孩子们提供感官经历。我们也和孩子吃植物，这个地球在用植物养育我们。我们可以告诉孩子们：我们吃这种植物的这个部位，那个部位我们不吃。不吃的部位我们放在肥料桶里，在肥料桶里的东西会在回归到地下。这就是生命的循环。

We can put some plants in the classroom, let the children observe   and record flower opening process, this would give the children some     sensorial experience. We also eat plants. The earth is nourishing us. We can tell the children: we eat part of the plants,  the part we don’t eat,  we put it in the compost,  the things in the compost go underground. It is    the circle of life.

在教室的语言区，我们准备不同花（花园&野生）的图片，从孩子们最熟悉的花朵开始介绍。当孩子已经做过一段时间插花的工作以后，他已经有足够的关于花的真实体验了，我们再给孩子提供花的不同组成部分的名字。介绍花的不同部分有两种方式，一种是通过小册子或卡片的形式，一种是把一朵真的花拆成不同的部分，作为一个工作展示给孩子们。所以我们需要很多花，可以考虑去超市去要一些旧的百合花。介绍完花的不同部分的工作以后，教室需要保证在接下来的2周内可以为孩子提供足够的花，来让他们重复做这个工作。

In the language area, we prepare pictures of different flowers (garden& wild) in the classroom, and start introducing to the child with the      familiar ones. After the child has done flower arranging for a while that  she had real experience of the flowers, we can give the child details of    different parts of a flower. One way is to introduce the booklet. Another way is tearing the flower apart;  introduce its details as a presentation. So we need flowers. For example, going to a grocery store ask for old lilies. After introducing the details,  we need to prepare enough flowers for        them to repeat within the next couple of weeks.

当我们无法为孩子提供新鲜的花让他们拆开来工作的时候，我们可以用卡片和书来让孩子们看到花的不同组成部分。这个工作比单纯的花的拼图要更好，因为孩子们可以更清楚的看到不同部分的形状。稍后，我们可以介绍孩子们写花的不同部分的名字标签，或者用可移动字母来拼写。

When we do not have flowers for the children to tear apart, we havethe cards then booklets for the children to see different parts of the flower. It is much better than having the flower puzzles, because the child     can look at the shapes.  Later, the child can write labels for different parts of the flower or use movable alphabets to write.

有一些推荐给孩子们读的关于植物的书，比如：《胡萝卜种子》（The Carrot Seeds）,《种子，更多种子》（Seeds and more Seeds）,《爱丽森的百日菊》（Alison’s Zinnia），等。老师也可以为孩子读一些关于植物的诗。向孩子们介绍“我是谁？”的故事。老师也可以邀请孩子们准备一本日记本，记录教室里和花园里的植物的生长过程。

There are some nice books for the children to read, for example:The Carrot Seeds, Seeds and more Seeds, Alison’s Zinnia etc. Guide can read some related poems to the children, too. Introduce “Who Am I?” stories to the children. Guide can also invite the children keep a journal for recording the flower or plant’s growth in the classroom or in the garden.







关于叶子，特别在秋天的时候，我们会邀请孩子们揉搓不同的叶子。在感官区，我们介绍不同叶子的形状，向孩子提供世界上的叶子的一些基本形状，也告诉他们这些不同叶子的名字。孩子们可以在纸上描下叶子的形状，在里面涂上颜色。正如那个拆开花的不同组成部分的演示工作一样，我们可以把叶子的不同组成部分也切开。叶子的一些部分没有花的那么明显，易观察。我们可以介绍叶子的不同组成部分的卡片。孩子们也可以在纸上画一片叶子，然后标注叶子不同部分的名字。孩子们也可以写关于叶子的故事。

For the leaves, we invite them to rub the leaves especially in the fall. We introduce botany cabinet tracing for sensorial area. We give the children all the basic leaves’ shapes in the world. We give them the names ofthe leaves.   Children can also make the leaves visible,  trace the leaf’s       shape on the paper, color it in. As the flower cutting activity, we can cut different parts of a leaf. The parts of a leaf are not as obvious as a flower. We can introduce the leaf parts cards. Children can also draw a leaf on   the paper,  then label different parts.   Children can also write stories       about leaves.

在教室里，我们还需要一本关于植物学的百科全书，可以查找信息。在理想状态下，每个学校需要一个温室，一个花园。我们也需要搜寻一些地方和人可以给我们提供关于植物的更多信息，搜寻城市里的花园。

In the classroom, we need a Botany Textbook, a grade school textbook, to look up things. To be ideal, we need greenhouse, a garden. Also     find certain places or people to get more information about plants, find  certain gardens in the city.

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