協助一位幼兒園在職進修教師課程轉型之行動研究

An Action Research of Assisting a Kindergarten In-service Education Teacher's Curriculum Transformation

胡倩瑜(Chen-Yu Hu) ； 臧瑩卓(Ying-Cho Tsang)

《幼兒保育學刊》 6期 (2008/08) Pp. 25-45

https://doi.org/10.6433/JCC.200808.0025

摘要

爲落實教育理論與教保實務的結合，並使研究者在參與真實情境的運作下達到驗證自身的教學成效以提昇專業知能。本研究旨以行動研究的方式協助一位幼兒園在職進修教師課程轉型，並根據轉型歷程中各階段之現況進行省思。研究中使用研究者本身、協同研究者、訪談計畫表、研究省思札記、深度訪談錄音、檔案記錄等作爲研究工具。資料蒐集時間從2006年6月起至2007年12月止。綜合上述資料將研究結論整理如下：
一、啟動期現況與省思：此階段個案獲得所長的支持、著手規劃教室環境、從實作中發現問題；此時期研究者省思應提供個案情緒上的支持，藉以增加其自信心，成爲個案在進行課程轉型的動力。
二、發展期現況與省思：此階段個案發現幼兒缺少自主性、省思各學習區內容之適宜性、省思教師的角色、省思學習區與單元主題的關係。此時期研究者省思應於在職進修課程中做實例的引述、實作後的討論，才能幫助個案內化並發展其專業能力。
三、成熟期現況與省思：此階段個案能運用彈性化的常規、開放的點心時間、發揮專業的教師表現。此時期研究者省思應及時對個案做專業的建議，以提昇個案熟練的運用專業概念於現場情境之能力。
針對上述研究結論，研究者將對幼教老師、幼保科系課程及未來研究者提出具體的建議。

關鍵字

在職進修 ； 課程轉型 ； 行動研究

並列摘要

In order to survey and prove the education effects of combining the education theses and practices in childcare, a study arranges to assist a kindergarten in-service education teacher proceeding curriculum transformation. To work in the authentic situation, that researchers can reality run this project to get early childhood professional knowledge and reflect from the curriculum transformation. The information was collected through the method of interview form, counseling notes, in-depth interview recordings and archival records. Data collect time was from June 2006 to December 2007, the results summarizes as follows:
1. In the start period: The subject obtained director's supporting to planning classroom environment for finding problems from practical implementation. The researcher's reflecting was offering appropriate support to increase subject's confidence, therefore, the subject could continue in curriculum transformation.
2. In the developing period: The subject found children lacked self-independency and reflected the content appropriateness of all the learning centers, the teacher's role, and the relationship between learning centers and topics. The researcher's reflecting was to conduct lessons including actual example practices can help subject to develop a specialized field ability and change thinking, too.
3. In the mature period: The subject develop professional performance on responding to children appropriately and flexile rules. The researcher's reflecting was offering subject appropriately suggestion timely to enhance subject's proficient professional skills and lift up the specialized field ability on the scene.
According to the results, the researcher proposes suggestions in three aspects: kindergarten teachers, curriculum design in the Department of Child Care, and future researchers.

並列關鍵字

in-service education ； curriculum transformation ； action research