Language: English

Abstract/Notes: 蒙台梭利法结合了痴呆患者现存技能水平和兴趣爱好,通过设计适合患者的日常生活干预方式,锻炼患者自主生活能力,满足患者生理和心理需求,缓解伴随临床症状,提高患者生活质量.本文概述了蒙台梭利法的发展以及其治疗老年痴呆的国内外研究进展,报告了该训练法对早中期痴呆患者的认知和精神行为症状有较好的效果,并可以显著提高患者的日常生活能力,可成为治疗早中期痴呆患者认知和伴随症状的一种新的非药物疗法.

Language: Chinese

ISSN: 1672-6790

Abstract/Notes: 在世界幼儿教育改革的大潮中,蒙台梭利教育法已成为世界许多国家重要的幼教模式,并成功渗入到其它教育模式之中,对当今世界各国幼儿教育的改革与发展有着重要的影响.同样,蒙台梭利教育法对我国幼儿教育的改革也具有借鉴意义.但是,必须正视我国蒙台梭利教育实践过程中存在的不足,以实现蒙台梭利教育法的中国化. [In the tide of early childhood education reform in the world, Montessori education method has become an important early childhood education model in many countries in the world, and has successfully infiltrated into other educational models, which has an important impact on the reform and development of early childhood education in countries around the world. Similarly, the Montessori education law also has reference significance for the reform of early childhood education in my country. However, we must face up to the shortcomings in the practice of Montessori education in our country in order to realize the sinicization of the Montessori education law.]

Language: Chinese

ISSN: 1673-7059

Abstract/Notes: 目的 探究基于蒙台梭利教育理论的护理干预对轻中度老年痴呆患者的影响.方法 选取2018年1月至2019年1月收治的120例轻中度老年痴呆患者为研究对象,最终完成研究116例,随机分2组,每组58例,对照组予以常规护理干预,观察组在采取常规护理同时结合以蒙台梭利理论为指导的护理.比较干预前、干预6个月后两组患者的认知功能、社会功能与生存质量的差异.结果 干预前,两组蒙特利尔认知功能评估量表(MoCA)各维度评分比较差异均无统计学意义(均P＞0.05);干预后,除抽象思维以外,观察组其他7个维度评分均较对照组高,差异均有统计学意义(均P＜ 0.05).干预前,两组住院患者观察量表(NOSIE)各因素评分比较差异均无统计学意义(均P＞0.05);干预后,观察组各积极因素评分升高、消极因素评分降低,评分变化较对照组明显,差异均有统计学意义(均P＜ 0.05).两组干预前日常生活能力量表(ADL)总分、躯体ADL(BADL)与工具性ADL(IADL)比较差异均无统计学意义(均P＞ 0.05);干预后,两组患者评分均有所下降,观察组变化比对照组明显,差异均有统计学意义(均P＜ 0.05).结论 为轻中度老年痴呆患者提供基于蒙台梭利教育理论的护理干预效果明显,对提升患者的认知功能、社会功能具有积极作用,改善患者生存质量. [Objective To explore the effect of nursing intervention based on Montessori education theory on patients with mild to moderate dementia. Methods 120 patients with mild to moderate dementia who were treated from January 2018 to January 2019 were selected as the research objects, and the study was finally completed. 116 cases were randomly divided into 2 groups with 58 cases in each group. The control group received routine nursing intervention, while the observation group received routine nursing and nursing guided by Montessori theory. The two groups were compared before and after 6 months of intervention. Differences in cognitive function, social function and quality of life of patients. Results Before the intervention, there was no significant difference in the scores of each dimension of the Montreal Cognitive Assessment Scale (MoCA) between the two groups (all P>0.05). Except for abstract thinking, the scores of other 7 dimensions in the observation group were higher than those in the control group, and the differences were statistically significant (all P＜0.05). There was no statistical significance (all P>0.05); after intervention, the scores of positive factors in the observation group were increased and the scores of negative factors were decreased, and the score changes were more obvious than those in the control group, and the differences were statistically significant (all P＜0.05). Before the intervention, there was no significant difference in the total score of the ADL, the physical ADL (BADL) and the instrumental ADL (IADL) (all P>0.05); after the intervention, the scores of the two groups decreased. The changes in the observation group were more obvious than those in the control group, and the differences were statistically significant (all P＜0.05). Conclusions The nursing intervention based on Montessori education theory for patients with mild to moderate dementia has obvious effect, and it can improve the patients' cognition. Function and social function have a positive effect and improve the quality of life of patients.]

Language: Chinese

ISSN: 1007-1245

Abstract/Notes: 老年性痴呆患者由于认知功能减退,自理能力下降,需长期给予照顾,给家庭带来沉重负担。目前治疗痴呆主要以改善患者的认知功能、提高日常生活能力为主要目标。近年来,美国、英国、澳大利亚等国家将蒙氏教育应用于痴呆患者的照护中取得了良好的效果,但蒙氏教育在我国应用、研究的文献报道很少。本文就蒙氏教育的应用概况、特点及其在老年性痴呆患者中的应用现状及存在问题进行综述,旨为提高老年性痴呆患者的照护水平、提高患者的生命质量提供参考。

Language: Chinese

ISSN: 1673-7768

Abstract/Notes: 目的:观察蒙台梭利感官教育法对脑卒中后非痴呆认知功能障碍(post stroke cognitive impairment of non-demen-tia,PSCIND)患者的影响.方法:选取符合纳入标准的PSCIND患者60例,随机分为观察组和对照组各30例,两组均接受常规的药物治疗和运动、认知康复训练,观察组在上述基础上加用蒙台梭利感官教育法训练,以小组形式,每次40min,每周3次,共12周.治疗前后采用简易精神状态检查量表(mini-mental state examination,MMSE)、蒙特利尔认知评估量表(Montre-al cognitive assess,MoCA)和改良Barthel指数量表(modified barthel index,MBI)评估治疗效果.结果:治疗前两组的MMSE、MoCA及MBI评分差异均无显著性意义(P＞ 0.05);治疗12周后,观察组MMSE、MBI、MoCA总分及八个认知维度评分均较治疗前提高,差异均具有显著性意义(P ＜ 0.05);对照组治疗后MMSE、MBI、MoCA总分及视空间执行能力、图命名、计算、延迟回忆四个认知维度评分较治疗前提高,差异有显著性意义(P＜0.05);观察组治疗后MMSE、MBI、MoCA各维度评分(除计算外)及MoCA总分的治疗前后差值均高于对照组,差异均具有显著性意义(P＜ 0.05).结论:蒙台梭利感官教育法能较全面提高脑卒中后非痴呆认知功能障碍患者的认知功能,并能提高日常生活能力,从而提高生存质量,值得推广.

Language: Chinese

DOI: 10.3969/j.issn.1001-1242.2021.01.011

ISSN: 1001-1242

Abstract/Notes: 蒙台梭利课程和瑞吉欧课程是两种不同的课程,这些不同主要表现在课程中环境设置的理论背景、设置理念、设置原则等几方面.总结二者在环境设置方面的相同点和不同点,对丰富我国学前教育理论,理性思考我国幼儿园环境创设问题,意义是非常重大的.

Language: Chinese

ISSN: 1671-4369

Abstract/Notes: 蒙台梭利教育思想是一种独具特色的教育思想.文章在分析蒙台梭利教育思想与方法的基础上,对蒙台梭利教育思想与教学方法在数学教育教学实践中的应用进行了探讨,并提出了蒙台梭利教育思想与方法对于推进我国教育改革的启示.

Language: Chinese

ISSN: 1672-1047

Abstract/Notes: The "Innovation Learning Environment" project is a research project of the Educational Research and Innovation Center of the Organization for Economic Cooperation and Development (OECD). The project mainly analyzes how young people learn and what conditions and motivations can motivate them to learn better. Through specific cases of innovative learning environments from all over the world, this project analyzes how these cases are studied and implemented. Finally, the successful experience of the case is applied to other countries in the world through OECD. Clark Montessori High School in the United States is a typical innovative high school in the innovative learning environment program. It is a school with a unique culture, which features cultural and scientific research and services that make use of community facilities and encourages parents to participate in the school work.

Language: Chinese

ISSN: 1008-6714

Abstract/Notes: 蒙台梭利(Montessori)教学法是由意大利教育家玛利娅·蒙台梭利创立的,着重于孩子秩序感、专心度、手眼协调和独立能力的培养.在蒙台梭利教学法中,教师只是起引导和辅助的作用,充分调动学生的内在力量,并通过学生解决遇到的问题,使他们各方面的能力得到提高.文章分析蒙台梭利教学法的内涵,探讨中职孤儿班班主任管理工作中存在的问题,提出中职孤儿班班主任借鉴蒙台梭利教学法开展教学的途径. [Montessori teaching method was founded by Italian educator Maria Montessori, focusing on the development of children's sense of order, concentration, hand-eye coordination and independence. In Montessori teaching method , teachers only play the role of guidance and assistance, fully mobilize the inner strength of students, and improve their abilities in all aspects through solving problems encountered by students. The article analyzes the connotation of Montessori teaching method, discusses the secondary vocational orphans Based on the problems existing in the management of the class teacher, this paper proposes a way for the class teacher of the secondary vocational orphans to learn from the Montessori teaching method to carry out teaching.]

Language: Chinese

ISSN: 1008-3561