- 學位論文
從《幼兒園教保活動課程大綱》及《十二年國民基本教育課程綱要》兩大課綱探討幼小階段銜接問題
Supporting Articulation – Interfaces ECEC curriculum framework and Curriculum Guidelines of 12-Year Basic Education_General Guidelines
摘要
教育部為了提升國民教育品質，並致力於學前教育的整合，制定《十二年國民基本教育课程要總綱》及《幼兒園教保活動課程大綱》，希望透過兩大課綱的連接將各階段教育的課程與教學行政達到有效的銜接。本研究主要是想透過教育部所推出的兩大課綱《幼兒園教保活動課程大綱》及《十二年國民基本教育課程要總綱》來探討國內幼小教育階段(幼兒園、國小)是否已形成有效的課程銜接，並搭配訪談實際瞭解教育體制教師及教學行政人員的觀點及作法。 本研究採質性研究並運用文件分析及訪談法，研究者將探討兩大課綱內的幼小銜接觀點並透過幼教課綱中大班分齡學習指標與小一四大科目領綱內之第一階段學習內容進行銜接分析探究其銜接性，再者透過訪談現場教師及教學行政人員針對實際教學時銜接的情況及課程規劃等問題來進行探討。 根據研究者之研究目的及研究方法，獲得以下研究結果，對於國小一年級四大領綱內學習內容與幼教課綱內學習指標銜接情況，語文領域幼兒園及國小有著些許差異性且有不足之處；幼兒園著重閱讀理解及識字能力的培養，國小注重書寫能力及文意理解。而數學領域幼兒園及國小有些許本質及概念上的不同，幼兒園主在數學概念性了解，國小則是著重數學程序性知識。在生活領域及健體領域與幼教課綱銜接面向最廣，適合作為銜接用課程及兩教育階段互動式課程。 研究者針對以上之結果提出相關建議，對幼兒園方面，建議幼兒園教師及園長可以多參加課綱相關研討會活動，藉此瞭解十二國教課綱的精神，並在課程規劃及應用銜接上對幼兒提供更多的協助。以及幼教師協助孩子建立良好的學習習慣、校園作息及生活自理能力。且幼教師可以適時地與家長溝通，讓家長瞭解在銜接階段需家長協助的事宜。在國小方面的建議，學校應鼓勵教師逐步調整自編教材比例，加強教師對課綱內容的理解及使用上需求。銜接是共同的責任，國小端應該扮演協助者，積極辦理活動邀請幼兒提前瞭解學校環境。透過上述之建議及結果希望對幼小階段的銜接問題能有所幫助。
並列摘要
In order to improve the quality of national education and devote itself to the integration of pre-school education, the Ministry of Education of Taiwan has formulated the " Curriculum Guidelines of 12- Year Basic Education_General Guidelines " and the " ECEC curriculum framework (Taiwan, R.O.C.)", hoping to connect the various stages through the connection of the two syllabuses. The curriculum of education and teaching administration are effectively connected. The purpose of this research is to explore whether the domestic primary education stage (kindergarten, elementary school) has been formed through the two major syllabuses " ECEC curriculum framework (Taiwan, R.O.C.)"and " Curriculum Guidelines of 12- Year Basic Education_General Guidelines ". Effective course connection, coupled with in-depth interview to actually understand the views and practices of teachers and leaders of the education system. According to the researcher’s research purpose and research methods, the following research results are obtained. For the connection between the learning content in the four major syllabuses of elementary school and the learning indicators in the preschool curriculum syllabus, the language field of kindergartens and elementary schools have some differences and deficiencies Where: Kindergarten focuses on the cultivation of reading comprehension and literacy skills, while elementary schools focus on writing skills and textual understanding. In the field of mathematics, kindergartens and elementary schools are slightly different in essence and concept. The kindergarten masters the conceptual understanding of mathematics, while the elementary schools emphasize the procedural knowledge of mathematics. In the field of life and fitness, it has the widest scope of connection with the preschool education curriculum. It is suitable as a connection course and an interactive course between the two stages of education. The researchers put forward relevant suggestions based on the above results. For kindergartens, it is suggested that kindergarten teachers and principals can participate in more syllabus-related seminars, so as to understand the spirit of the syllabus of the Twelve Nations Educational System, and make corrective responses in curriculum planning and application. Toddlers provide more assistance. And kindergarten teachers help children establish good study habits, school schedules and self-care ability. In addition, kindergarten teachers can communicate with parents in a timely manner to let them know about matters that require parental assistance during the transition phase. For elementary schools, schools should encourage teachers to gradually adjust the proportion of self-developed textbooks, and strengthen teachers' understanding of the content of the syllabus and demand for use. Connection is a common responsibility. Elementary schools should act as facilitators and actively organize activities to invite children to learn about the school environment in advance. Through the above suggestions and results, I hope that it will be helpful to the connection problem in the early stage.