All translations
From Montepedia
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Found 4 translations.
| Name | Current message text |
|---|---|
| h German (de) | === Umsetzung === In einem Montessori-Klassenzimmer findet der 3-Stunden-Arbeitszyklus normalerweise am Vormittag statt, wenn die Kinder am wachsten und konzentriertesten sind<ref>Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA journal, 26(1), 1-10. </ref>. Lehrer fungieren als Begleiter, sie führen neue Materialien und Aktivitäten ein, lassen aber die Kinder weitgehend ihr eigenes Lernen steuern<ref>Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.</ref>. Kinder werden ermutigt, Aktivitäten so oft wie sie möchten zu wiederholen, was das Lernen verstärkt und es ihnen ermöglicht, Fähigkeiten in ihrem eigenen Tempo zu meistern<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894. </ref>. Dieser Ansatz wird durch Forschung unterstützt, die zeigt, dass herausfordernde Spiele und Aktivitäten die Beteiligung, den Flow und die Immersion im Lernen steigern können<ref>Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.[https://oa.mg/work/10.1016/j.chb.2015.07.045] </ref>. |
| h English (en) | === Implementation === In a Montessori classroom, the 3-Hour Work Cycle typically occurs in the morning, when children are most alert and focused<ref>Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA journal, 26(1), 1-10. </ref>. Teachers act as guides, introducing new materials and activities, but largely allowing children to direct their own learning<ref>Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.</ref>. Children are encouraged to repeat activities as many times as they wish, which reinforces learning and allows them to master skills at their own pace<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894. </ref>. This approach is supported by research showing that challenging games and activities can enhance engagement, flow, and immersion in learning<ref>Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.[https://oa.mg/work/10.1016/j.chb.2015.07.045] </ref>. |
| h Swahili (sw) | === Utekelezaji === Katika darasa la Montessori, Mzunguko wa Kazi wa Saa 3 kawaida hutokea asubuhi, wakati watoto wako macho na wamejikita zaidi<ref>Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA journal, 26(1), 1-10. </ref>. Walimu hufanya kama viongozi, wakiwasilisha vifaa na shughuli mpya, lakini kwa sehemu kubwa wanaacha watoto kuongoza kujifunza kwao wenyewe<ref>Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.</ref>. Watoto wanahimizwa kurudia shughuli mara nyingi kama wanavyotaka, ambayo inaimarisha kujifunza na kuwaruhusu kumudu ujuzi kwa kasi yao wenyewe<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894. </ref>. Njia hii inaungwa mkono na utafiti unaonyesha kwamba michezo na shughuli ngumu zinaweza kuongeza kujitolea, mtiririko, na kuingia kwa kujifunza<ref>Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.[https://oa.mg/work/10.1016/j.chb.2015.07.045] </ref>. |
| h Thai (th) | === การดำเนินการ === ในห้องเรียนมอนเตซซอรี รูปแบบการทำงาน 3 ชั่วโมงมักจะเกิดขึ้นในช่วงเช้า เมื่อเด็กเต็มใจและมีความสนใจมากที่สุด<ref>Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. The NAMTA journal, 26(1), 1-10. </ref> ครูทำหน้าที่เป็นผู้แนะนำ แนะนำวัสดุและกิจกรรมใหม่ แต่โดยส่วนใหญ่จะให้เด็กทำการเรียนรู้ด้วยตนเอง<ref>Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.</ref> เด็กจะถูกส่งเสริมให้ทำกิจกรรมซ้ำๆเท่าที่พวกเขาต้องการ ซึ่งเสริมสร้างการเรียนรู้และช่วยให้พวกเขาสามารถเรียนรู้ทักษะในรูปแบบของตนเองได้<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894. </ref> วิธีนี้ได้รับการสนับสนุนจากการวิจัยที่แสดงว่าเกมและกิจกรรมที่ท้าทายสามารถเพิ่มความมุ่งมั่น การไหลของความคิด และการรู้สึกถึงการเรียนรู้<ref>Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.[https://oa.mg/work/10.1016/j.chb.2015.07.045] </ref>. |
