尊重幼兒主體性的參與式研究：馬賽克法

Participatory research that respects young children's agency of: mosaic method

吳佳芬(Jia-Fen Wu)

《科學與人文研究》 7卷1期 (2019/11) Pp. 65-77

https://doi.org/10.6535/JSH.201911_7(1).0003

摘要

本文旨在介紹適用於學前教育專業的參與式研究方法－馬賽克法。思考傳統質性研究方法在學前教育研究中，常以教師或家長取代幼兒，以致于忽略幼兒的聲音，幼兒為被動的研究物件，而非主動參與研究。基於尊重幼兒主體性，相信幼兒有一定能力參與研究，馬賽克法允許研究者採用多感官、多元方式取得資訊，邀請幼兒共同進行研究。除了馬賽克法的內涵與特色，分析此法的優點，舉出文獻中實例做說明，同時，文末討論並提出對未來實際操作及研究的建議。

關鍵字

參與式研究 ； 馬賽克法 ； 主體性 ； 學前教育研究

並列摘要

This paper aims to introduce a participatory research method for the preschool education- the mosaic method. Considering the traditional qualitative research methods in preschool education research, teachers or parents are often invited to participate instead of young children, so that children's voices are neglected. Young children are passive subjects rather than actively participating in research. Based on respect for the young children's agency, it is believed that children have the ability to participate in research. The mosaic method allows researchers to obtain information in a multi-sensory and multi-dimensional way, and invites young children to conduct research together. In addition to the connotation and characteristics of the mosaic method, the advantages of this method were analyzed, examples in the literature to explain were given, and at the same time, suggestions for both future study and practice were proposed.

並列關鍵字

Participatory research ； the mosaic method ； agency ； preschool education research

參考文獻

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[15]  Merewether, J. & Fleet, A. (2014). Seeking perspectives: a respectful layered research approach, Early Child Development and Care, 184(6), 897-914.

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