在課綱的實踐中看見幼兒—一位幼教師邁向「以幼兒為中心」的教學之路

Finding the needs and interests of children through the implementation of Early Childhood Education & Care Curriculum Framework—A pathway toward “Child-Centered” for a preschool teacher’s teaching.

楊雅惠(Yang Ya-Hui)

指導教授 ： 簡淑真

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DHDFS.008.2018.A06

摘要

本研究採用行動研究的方法，探究幼教師於實踐「以幼兒為中心」教育觀過程中，經由不斷地省思自身教學行為背後的信念，調整引導幼兒進行課程探究的方向，並從中發現幼兒成長的歷程。以研究者任教之幼兒園大班幼兒，男生7位、女生6位，共13位及研究者本人為研究對象，於班上進行為期2.5個月統整性主題課程活動之行動研究。透過拍照、錄音、專業同儕會議、幼兒作品及教師教學記錄與省思等方式蒐集研究資料，並進行分析。本研究結論為：一、藉由團體討論與課程型態的調整，確實可以落實「以幼兒為中心」的教育觀。教師調整引導團體討論的方法時，領悟到團討活動背後的價值觀，並在過程中了解幼兒的想法，傾聽幼兒的聲音，以落實尊重幼兒的信念；團體活動與小組活動的輪流施行，能促使教師覺察幼兒的需求。二、從行動研究歷程中，歸納出幼兒的興趣與需求。幼兒興趣分成六類，包含：故事性的、可創作的、可自我表現的、可得到成就感的、可分享的及好玩的。幼兒需求分成五類，包含：未來會使用的能力、情感的支持、與外界溝通的橋樑、充足時間、與他人互動的機會。三、「以幼兒為中心」之課程核心價值—關注每位幼兒的需求。在不同的課程型態中，我覺察到幼兒個別需求，並在活動中進行一對一引導與互動。四、「以幼兒為中心」的課程，教師與幼兒應該都是主角。課程並非全然依照幼兒想法進行，其平衡點在於教師的專業考量。五、教師在研究中看見幼兒能力提升且樂於學習的情形。研究初期，幼兒被動參與課程，直至課程後期，幼兒透過言語或肢體展現，透露出甚想參與活動且在課程中感到愉悅與深入投入的樣貌。並依據研究結果，針對未來研究與實務提出相關的建議。

關鍵字

以幼兒為中心 ； 統整性主題課程 ； 課程發展 ； 行動研究

並列摘要

The purpose of this study was to investigate how the teacher adjusted the way of guiding children into the theme-integrated curriculum by implementing the teaching philosophy of child-centered and reflective teaching. The participants in this study were 13 children, 7 boys and 6 girls, attending the senior class in the kindergarten. The 2.5 month- long action research of the theme-integrated curriculum was applied to the class. Data were collected primarily by means of picturing, recording, professional peer meetings, children’s drawing, reflection on teaching practice and for later analysis. Five of this findings are worth summarizing: 1. The teaching philosophy of child-centered can be achieved by the group of discussions and curriculum adjustments. Group discussions can help the teacher listen to the children and understand them when the teacher adjusts her way to lead the group of discussions, in order to follow the belief of respecting children. In addition, applying whole-class and small-group activities alternatively can make the teacher be more aware of the needs of children. 2. Children’s interests and needs can be summarized below: dramatic, creative, self-expressive, satisfied, sharing, and funny are six elements of children’s interests; future abilities, emotional support, the bridge of communication between children and the world, efficient time and opportunities for interactions are five parts of children’s needs. 3. The core value of child-centered curriculum is to pay attention to the needs of each child. The teacher will be aware of individual needs of every child while guiding them one by one and interacting with them during the process of different types of curriculum. 4. Both children’s and teacher’s voices should be taken into consideration in child-centered curriculum. The curriculum cannot be only followed what children say, the teacher’s professional consideration should be included. 5. Children are willing to learn and get improved under the instruction of the teacher with the philosophy of child-centeredness. Also, children tend to show how they get involved in the curriculum happily by their verbal or physical presentation. While this study has its limitations, it is hoped that it can serve as a basis for future study in child-centered action research.

並列關鍵字

Child-Centered ； integrated thematic curriculum ； curriculum development ； action research

參考文獻

林佩璇（2009）。課程行動研究的實踐論述：從自我到社會文化。教育實踐與研究，22(2)，95-122。

陳淑琴（2007）。幼兒教師主題教學信念與教學行為之研究。臺中教育大學學報：教育類，21(2)，27-52。

壹、中文部分

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McKernan, J.（2004）。課程行動研究：反思實務工作者的方法與資源手冊（Curriculum action research: a handbook of methods and resources for the reflective practitioner.）（蔡清田譯）。高雄市：麗文文化。（原著出版年：1991）