建構主義取向幼教課程的發展與實施－－從愛彌兒幼教機構的「甘蔗有多高」來分析

The Development and Implementation of Early Childhood Education Curriculum of Constructivistic Approach -- Analyzing Based on the Curriculum of Emile Early Childhood Education Institution, ＂How Tall Is the Sugar Cane?＂

潘世尊(Thie-Tzuen Pan)

《弘光學報》 45期 (2005/05) Pp. 107-128

https://doi.org/10.6615/HAR.200505.45.10

摘要

本文的主要目的在透過對幼教課程實務的分析，以揭示建構主義取向幼教課程發展與實施的可行策略。在具體方法上，是以Vygotsky對認知發展的觀點、根本建構主義及情境學習理論這三種建構主義來詮釋與檢討愛彌兒幼教機構「甘蔗有多高」此一課程，然後提出發展與實施幼教課程的可行策略。所提出的策略不相衝突並可互補，因此本文還從統整的觀點提出兼用這三種建構主義的方式，以供幼教工作者參考。此外，本文還指出參考時宜注意之事項以及未來可繼續研究的方向。

關鍵字

幼教課程 ； 建構主義 ； 根本建構主義 ； 情境學習

並列摘要

The main purpose of this paper is to study the practicable strategies for the development and implementation of early childhood education curriculum of constructivistic approach. To achieve the purpose, the author tries to analyze the curriculum of Emile Early Childhood Education Institution, ＂How Tall Is the Sugar Cane＂ based on three kinds of constructivism as follows: Vygotsky's viewpoints about cognitive development, radical constructivism, and situated learning theory. Some strategies are proposed after the author's analysis. These strategies derived from different constructivism are compatible and can supply the wants of each other. A model of applying the three kinds of constructivism into the curriculum of early childhood education is suggested in the final of the paper. Educators can make use of it to develop and implement early childhood education curriculum of constructivistic approach. In addition, some limits to this model and feasible themes of research for the future are also pointed out.

並列關鍵字

early childhood education curriculum ； constructivism ； Vygotsky ； radical constructivism ； situated learning

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