國小附幼混齡班實施主題教學成效之行動研究─以校園植物大變身主題教學為例

Action Research for Implementing the Theme Teaching Effect in a Mixed-Age Preschool Class─Campus Plants Are Changed as Example

謝孟娟(Meng-Chuan Hsieh)

指導教授 ： 陳麗華

淡江大學/教育學院/課程與教學研究所碩士班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00889

摘要

本研究旨在探討教師在混齡班進行主題教學之實施成效。主要目的在了解：
一、探討教師在混齡班實施主題教學之歷程、困境與問題因應及運用的教學策略
二、探討在混齡班實施主題教學的實施成效
三、在行動研究中，教師獲得的專業成長與省思的情形
本研究之研究方法採行動研究法，研究對象為幼兒園彩虹班28位幼兒及2位協同教師。資料的蒐集是透過教師週誌、幼兒作品、訪談、錄音、家長回饋等方式，收集文本資料進行分析。本研究之結論分述如下：
一、主題發展的過程中，透過親師合作能增加教學資源的豐富度也增加家長對教師及學校實施主題教學課程的認同感
二、教師運用教學策略可提升混齡班幼兒正向學習成效，包括在團討時提問開放式問題促進幼兒思考學習，也透過混齡異質小組分組模式增進混齡幼兒間正向互動及在美感作品創作後作品分享增進幼兒創作興趣與能力
三、校園植物大變身主題教學對幼兒有正向成長的學習成效，包括在認知領域能蒐集自然現象的訊息能力、能增進與他人合作解決生活環境中的問題；在美感領域能發揮想像進行個人獨特的創作、運用各種形式的藝術媒介進行創作等
四、教師在課程設計及教學策略的專業成長能力提升
五、運用協同教學能增進混齡班級主題教學的流暢度
最後綜合上述的研究發現，對欲在幼兒園實施主題教學的實務工作者及未來研究提出具體建議，以供參考。

關鍵字

主題教學 ； 混齡班

並列摘要

This study was aimed to investigate the effectiveness of thematic teaching in mixed-age classes. The objectives were to:
(1)Investigate the process, difficulties, coping, and applied teaching strategies with regard to implementation of thematic teaching in mixed-age classes;
(2)Examine the effectiveness of thematic teaching in mixed-age classes;
(3)Evaluate teachers’ professional growth and reflections through this action research.
The action research method was adopted. The subjects were 28 young children and 2 co-teachers of Rainbow Class of a kindergarten. Research data were collected from teachers’ weekly journals, students’ works, interviews, recordings, and parents’ feedback for analysis. The conclusions are explained as follows:
1.During theme development, parent-teacher cooperation improved the diversity and richness of teaching resources and also strengthened parents’ support for implementation of thematic teaching in the class.
2.Teacher's application of teaching strategies led to higher and positive learning effectiveness in the mixed-age class. These strategies included raising open-ended questions during group discussion to promote thinking and learning, using the mixed-age heterogeneous grouping model to facilitate positive interactions between students of different ages, and sharing works after creation of aesthetic works to increase the interest in and ability of art creation in students.
3.The thematic teaching of “Huge transformation of campus plants” was helpful for students’ positive growth in aspects including the ability to gather information about a natural phenomenon, the ability to collaborate with others in solving a problem of daily life, the ability to use imaginations to create a unique work in the aesthetic domain, and the ability to utilize various forms of media for art creation.
4.Teachers gained professional growth in course design and teaching strategies.
5.Team teaching could improve the flow of thematic teaching in a mixed-age class.
Based on the above findings, this study proposed suggestions for practitioners and future researchers of thematic teaching in kindergarten.

並列關鍵字

thematic teaching ； mixed-age class

參考文獻

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中文部分

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