基于OBE理念的高校蒙台梭利教学法课程体系重构与本土化路径

Reconstruction and Localization Path of the Montessori Pedagogy Curriculum System in Universities Based on the OBE Concept

摘要: 蒙台梭利教学法课程是高校学前教育专业的重要组成部分，但当前课程实施普遍面临理论认知浅表化、实践训练碎片化、教学资源匮乏化与评价方式单一化等困境。成果导向教育(OBE)理念强调“学生中心、产出导向、持续改进”，与蒙台梭利教育“以儿童为中心、尊重内在发展动力”的思想具有内在一致性，为课程改革提供了新的理论视角。本文采用文献分析法，在系统梳理现有研究的基础上，以OBE理念为引领反向设计课程目标体系，构建“线上–线下–实践”三阶递进教学模式，建立全学程多维度评价体系，并从教育理念对话、教学内容转化、师资协同育人三个层面提出蒙台梭利教育法本土化的系统路径，以期为高校学前教育专业课程改革提供理论参考与实践借鉴，同时也为蒙台梭利教育法在师范专业认证背景下的本土化实践提供可操作的路径指引。

Abstract: The Montessori teaching method course is a crucial component of early childhood education programs in higher education institutions. However, current implementation commonly faces challenges such as superficial theoretical understanding, fragmented practical training, scarce teaching resources, and monotonous evaluation methods. Outcome-Based Education (OBE) emphasizes “student-centeredness, outcome orientation, and continuous improvement”, which aligns intrinsically with the Montessori philosophy of “child-centeredness and respect for intrinsic developmental drives”, offering a new theoretical perspective for curriculum reform. This paper employs literature analysis to systematically review existing research, uses OBE principles to reverse-engineer the course objectives, constructs a three-stage progressive teaching model integrating online, offline, and practical components, establishes a multidimensional assessment system throughout the entire learning process, and proposes a systematic pathway for localizing Montessori pedagogy through dialogue on educational philosophies, transformation of teaching content, and collaborative teacher development. It aims to provide theoretical references and practical insights for curriculum reform in early childhood education programs, as well as actionable guidance for the localization of Montessori education within the context of teacher certification.