幼兒園新課綱社會領域之課程目標與教學綱要的實踐

An Analysis of Practice of Curriculum Goals and Teaching Guidelines of the Social Studies Domain of the Provisional Guidelines for Preschool's Educare Activity and Curriculum

趙蕙鈴(Hui-lin Chao)

《兒童照顧與教育》 5期 (2015/09) Pp. 1-24

摘要

在2012年8月教育部正式施行「幼兒園教保活動課程暫行大綱」(以下簡稱幼兒園新課綱)之社會領域後，本文對教師應理解課程內容並覺察教學實務的實踐內涵，加以探究。分析其課程目標與分齡學習指標，筆者認為幼兒園新課綱能具體地引導教師擬訂適切的社會領域教學計畫並獲得教學方針的指引，以提供幼兒認識自己及潛能、尊重他人、關懷群體等面向的社會化過程。筆者的結論與建議包括：一，在「探索與覺察」方面，教師可以整合不同學科的知識，來統整日常生活與人際互動在社會領域課程的實踐，如運用班級作息來理解時間概念。此為讓幼兒在日常生活中，隨時覺察家庭與學校生活規範與活動規則的教學要領；二，在「協商與調整」方面，教師一定要營造班級內的安全感，善用日常生活經驗或學習角人際互動、閱讀等，並提供表達與聆聽意見的機會，以理解團體生活和人際互動的需要。此為促進自我概念、同理心、自我調整與遵守規範等社會能力的教學要領；三、在「愛護與尊重」方面，教師重視課程要連結幼兒生活經驗是必然的，但卻是不夠的。教師應運用多樣化社區資源和提供足夠的自主遊戲機會來察覺自己與他人、環境的關係。此為增加幼兒與他人及環境的互動，以學習尊重他人、愛護環境的教學要領。上述教學要領皆可對應幼兒園新課綱社會領域所指的人際互動交織脈絡。

關鍵字

幼兒園教保活動課程暫行大綱 ； 幼兒園課程 ； 社會領域 ； 學齡前幼兒的社會化

並列摘要

In August 2012, the Ministry of Education in Taiwan issued the Provisional Guidelines for Preschool’s Educare Activity and Curriculum, which are also known as the New Guidelines for Preschool Curriculum(NGKC). This paper investigates the curriculum goals and teaching guidelines of social studies domain that preschool teachers should be well-informed. Corresponding to the analysis and discussion on the curriculum goals and its learning indicators by age, I think the social studies domain in NGKC can provide guidance of curriculum proposal and teaching practice, and promote the socialization process to young children to enhance self-understanding, to learn to respect others, and to care the community they belong. This paper proposes the practices of educare activity and curriculum in social studies domain as below. First, teacher should use interdisciplinary knowledge to integrate family and school life experiences in the learning dimension of ＂exploration and awareness＂. For example, teacher can comply with the concept of time to understand daily schedules in classroom. This teaching guideline is good for children to perceive norms of family and school life and understand activities rules in daily life. Second, manners should be cultivated in order to have a safe and respectable classroom culture in the learning dimension of ＂consultation and adjustment＂. In the atmosphere of a sense of security, open questions should be given to children to learn self-expression and listen to others’ views after a lot of opportunities to play in learning corners or reading activities. This teaching guideline is good for child to understand community life and the needs of human interaction, and promote self-concept and their empathy. It also push child to learn self-regulation and compliance with norms. Third, children's self-exploration should link with their life experiences of course, but it is not enough in the learning dimension of ＂cherish and respect＂. Teachers must offer diversity community resources or create a lot of opportunities for autonomous gaming chances in classroom to enhance children's social observation and perception. This teaching guideline is good for conservation basic ability to take initiative caring to others and living environment. These teaching guidelines all correspond to the interleaving relation of interpersonal that is emphasized by social studies domain of New Guidelines for Preschool Curriculum.

並列關鍵字

Provisional Guidelines for Preschool’s Educare Activity and Curriculum ； curriculum of Preschool ； social studies domain ； socialization of preschool children