幼兒園學習區中學習單的運用

學習區為目前台灣主流的幼兒園教學模式之一，而我們經常能夠在學習區中發現學習單的存在。學習單與學習區同為台灣開放教育下的產物，但是從過去相關研究發現學習單頗具爭議。本研究之研究目的為了解教師在幼兒園學習區設置學習單的目的以及如何運用學習單。本研究對象為來自兩所位於北部地區公立幼兒園的三位教師及一位教保員。其中兩位任職於都市地區以學習區為教學模式之公幼，另外兩外任職於郊區以主題為主學習區為輔之公幼。四位教師皆有設置學習區的經驗，並在語文區及美勞區使用學習單。透過半結構式的實體、線上訪談等方式蒐集資料，將轉錄之逐字稿彙整與分析摘要及編碼。歸納研究結果為以下幾點: 一、學習單用以達成教學目標，教師以「幼兒年齡」或以「層遞的學習目標」來設計學習單。二、學習單能夠支持幼兒自主學習，以幼兒有興趣的讀寫活動及讀圖實作出發，並提供計劃與回顧、自我校正等功能。三、教師以多元的方式導入學習單，操作過程中會依據幼兒使用情形給予不同的回應方式。四、教師透過學習單了解幼兒學習狀況並向家長及幼兒分享。

關鍵字

學習單；學習區；幼兒

並列摘要

Learning centers is one of the mainstream early childhood teaching approaches in Taiwan, and we can find worksheets in learning centers easily. Worksheets and learning centers are both main features of open education in Taiwan, but relevant studies have shown that worksheets are controversial. The purpose of this study is to investigate the goal of teachers setting worksheets in learning centers and how to use the worksheets. Four participants of this study were employed in Northern Taiwan preschool. All four teachers have experience in setting up learning centers and use worksheets in language center and art center. Semi-structural interviews and participant observations were conducted to collect data. Qualitative methods were applied to analyze data. The primary results were as follows: 1.Worksheets are used to achieve teaching objectives. Teachers design worksheets based on “child age” or “hierarchical learning objectives.” 2.The worksheets can support children's independent learning, based on reading and writing activities and picture reading practices that children are interested in, and provide functions such as planning, review, and self-correction. 3.Teachers introduce worksheets in multiple ways, and during the operation, and they give different responses based on children’s usage situations. 4.Teachers understand children’s learning status through worksheets and share with parents and children.