目的：通过蒙氏教育法和传统教育法模式下儿童智力发育状况的对比研究，评价蒙氏教育法对2~4岁儿童智力发育的影响。方法：选择西安市某幼儿园于2006年9月新入园的2~3岁儿童进行观察研究。新生入园时随机分为蒙氏班和普通班。蒙氏组除接受常规传统教育内容外，每日参加2 h的蒙氏教育活动。普通组仅接受常规传统教育。智力测试采用首都儿科研究所编制“0～6岁小儿神经心理发育量表”分别于儿童入园时和1年后测定其智力发育。结果：干预前蒙氏组和普通组儿童智力各能区发育水平和发育商水平差异均无显著性。干预后蒙氏组和普通组儿童精细动作、适应能力、语言、社交行为发育，两组差异均有显著性（P＜0.05或0.01）；干预后智力发育增长水平中大运动、精细动作、语言、社交行为4个能区和发育商的增长值蒙氏组均高于普通组（P＜0.05 或0.01）。结论：蒙氏教育法可较显著促进儿童的大运动、精细动作、语言和社交行为能力发育，从而有益于儿童的智力发育。［中国当代儿科杂志，2009，11（12）：1002-1005］

OBJECTIVE: To compare the effects of Montessori education and traditional education on the intellectual development in children aged 2 to 4 years. METHODS: Children aged between 2 to 3 years who were enrolled in a kindergarten in September 2006 were randomly assigned to the Montessori education and the traditional education groups. In addition to receiving the traditional education, the Montessori education group participated in the two-hour Montessori pedagogical activities every day. The intellectual development was evaluated by the Neuropsychological Development Examination Format for Children Aged 0~6 years published by Capital Pediatrics Research Institute at enrollment and one year after the trial. RESULTS: There were no significant differences in the intelligence growth level between the Montessori education and the traditional education groups at enrollment. After one year, the levels of fine movements, adaptation ability, language, and social behavior developments in the Montessori education group were significantly higher than those in the traditional education group (P<0.05 or 0.01). The intelligence increasing scores of the large motor ability, fine movements, language, social behavior and development quotient in the Montessori education group were also higher than those in the traditional education group (P<0.05 or 0.01). CONCLUSIONS: Montessori education can promote the development of large motor ability, fine movements, language, and social behavior in children.［Chin J Contemp Pediatr, 2009, 11 (12):1002-1005］