幼教師資培育者實踐幼兒園教保活動課程大綱之臨床教學研究：理論與實務連結

臺灣於2017年頒布「幼兒園教保活動課程大綱」（以下簡稱課程大綱），課程大綱的課程與教學轉化，成為臺灣近十年幼教課程學術與實務界重要議題。本研究為一位幼教師資培育者（以下簡稱師培師），因反思自己的身分與關注師培教育理論與實務斷裂的議題，而至幼兒園實施課程大綱之臨床教學。本研究採行動研究法，並透過與研究參與者共同觀課與議課的循環歷程，目的為探究師培師實施課程大綱之課程與教學轉化的實踐歷程，研究問題有三：（1）師培師對課程大綱理論與內涵轉化的知覺課程為何？（2）師培師對課程大綱的教學轉化為何？（3）師培師建構的課程大綱實踐知識為何？本研究結論有五：（1）能提供幼兒第一手經驗的探究性議題是課程大綱轉化的方向；（2）課程大綱課程與教學轉化是強調教學意圖且採過程模式理念運作；（3）課程定位與教學走向有賴教學者課程意識所定錨；（4）立基於總綱精神，學習指標的教學轉化可按幼兒特性、經驗與主題內容連結，轉化為具體引導語並依現場做即時調整；（5）具意識將理論與實務持續來回對話與慎思，是理論與實務連結的路徑。最後對課程大綱推廣學習現場、幼教師資培育者和教保服務人員進行兩點建議，以提供課程大綱實踐、教育理論與實務的架橋參考：（1）強化教保服務人員課程概念，以落實課程大綱課程與教學轉化；（2）具意識引導教保服務人員對理論與實務之間的討論與思辨。

關鍵字

幼兒園教保活動課程大綱；師資培育者；理論與實務連結；課程與教學轉化

並列摘要

Taiwan issued "The Early Childhood Education and Care Curriculum Framework" (ECCEF) in 2017, accompanied by Taiwan's academic researches and practices of early childhood education in terms of curriculum and teaching transformation for the ECCEF. This study, conducted by a preschool teacher educator attempting to link theory and practice, aimed at exploring the teaching practice processes about implementation the ECCEF in preschool. Three questions were proposed as follows: (1) What were curricula with the principles of the ECCEF developed by preschool teacher educator? (2) What was teaching transformation under the ECCEF by preschool teacher educator? (3) What was practical knowledge in the ECCEF conceptualized by preschool teacher educator? Adopting the action research method, this study emphasized the connection between theory and practice, transforming the perceived ECCEF theories by the researchers into operational curricula; it was also complemented by the cyclical process of observing and discussing lessons by the research participants. There were five findings as follows: (1) The content of the ECCEF and curriculum transformation can start from providing children with first-hand experience and inquiring issues; (2) The transformation of curriculum and teaching within the ECCEF is closely dominated by teaching intentions with its focus on the process of model concept operation; (3) The orientation and teaching direction depend on the anchoring of teachers' curriculum awareness; (4) Based on the spirit of general framework, the teaching transformation of learning indicators can be linked to children's characteristics, experiences, and theme contents, transformed into specific guides and adjusted, according to the real classroom scenario; (5) One of the best ways to apply theories into practices can be done through continuous dialogues and deliberation between the two. There were two suggestions for learning sites in the ECCEF, preschool teacher educators and preschool educators, suggestions which would provide a reference for bridging curriculum practices and educational theories. First, strengthen the curriculum concepts of preschool teachers to implement the curriculum and teaching transformation in the ECCEF. Second, consciously guide preschool teachers to discuss and speculate upon possible connections between theories and practices.

並列關鍵字

Early Childhood Education and Care Curriculum Framework (ECCEF) ； teacher educator ； linking theory and practice ； transformation of curriculum and teaching

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