蒙特梭利結合全語言概念於幼兒華語教學之規劃與實
驗-美國矽谷蒙特梭利幼兒國際學校為例

本研究基於教學經驗與省思，採用行動研究方法，探討在蒙特梭利教學中，透過結合全語言教育觀，規劃幼兒華語教學。在這項研究中，以蒙特梭利教學課程為主軸，結合全語言的教學理念，實驗語言學習以真實具意義功能性、幼兒為中心的教學環境，幼兒在學習事物時，也學會聽說讀寫的語言結構。希望通過此實驗課程能提升海外幼兒學習華語的興趣，評估實驗教學的適用性，幫助所面臨的困境，並透過行動研究實施方案進行教學省思與改進。研究問題為：(一)以全語言結合蒙特梭利教學規劃，是否能增加幼兒華語學習的興趣？(二)以全語言結合蒙特梭利教學規劃歷程，是否能提升幼兒聽說讀寫的語言能力？(三)以全語言與蒙特梭利教學相結合後，評估幼兒學習華語是否改善學習成效？研究結論，通過教師規劃以蒙特梭利和全語言兩種不同的教學方案整合規劃教學歷程，省思發現：(一)在學習興趣分析，全語言情境教學方法能激發幼兒學習華語的參與性，有助於幼兒的不同學習差異與學習情緒等問題。(二)在教學歷程分析，通過多樣化的語言、文化教學內容與活動，能增加幼兒學習華語的動機與培養語言能力。(三)在評估成效分析，依據幼兒訪談記錄、蒐集幼兒作品資料及錄音、檢核表、家長問卷等資料，得知成果反饋有助於教案設計。(四)協同教師，與家長成為重要伙伴、拓展有效培養幼兒跨文化的認知基礎、資訊科技應用，探索未來與生活環境相結合。研究結果將為教師今後設計教學教案課程和活動提供參考和借鏡。

關鍵字

蒙特梭利教育；蒙特梭利語言教育；全語言教學；幼兒華語教育

並列摘要

This research uses action research methodology, teaching experience, and reflection to study whether Chinese language teaching can be conducted under the combined framework of the Montessori educational approach with the whole-language educational approach. In this study, curriculum and activities were designed using the combined approach. The combined teaching methodology was evaluated to determine its effectiveness in the classroom and its practicality as a Chinese language teaching approach targeting preschool and Kindergarten children. The goal is to determine whether there is an increased interest by preschool and kindergarten children in learning Chinese; based on the evaluation and reflection of data, if there is an increase in a child’s ability to listen, speak, read, and write Chinese through the combined use of Montessori and whole language; after examining data of children’s work, if there is improvement in their capabilities; and the effectiveness and benefits of this teaching method combining Montessori and whole-language approach. This research concludes (1) the whole language approach stimulates children's learning as it targets the learning differences and the social and emotional development; (2) diversified teaching stimulates children's participation, increases learning motivation, and improves language ability in learning; (3) evaluation feedback based on the collection of children's work, checklists, and parent questionnaires is helpful in creating lesson plan and activities; (4) cooperative relationship between teachers and parents allow for effective cultivation of children's cross-cultural understanding. The research provides references and methods for teachers to design teaching courses and activities in the future.