體驗學習運用於幼兒園在地化課程實施歷程之研究─以臺北市山水幼兒園為例

將「在地化」概念融入於課程中，近年來蔚為風潮，在幼兒園課程發展上，更是將在地文化資產視為一種教學資源，連結生活與社區，期望能增進幼兒的在地認同感，應多給予幼兒與社區相互交流接觸的機會，促成幼兒、家庭與社區間的網路連結，將在地化概念融入幼兒園課程，已成為學齡前教育階段，幼兒必備的素養能力。研究者發現「體驗學習圈」之精神，與「幼兒園在地化課程」概念類似，兩者皆強調給予幼兒「具體經驗」，並且希望幼兒能夠從經驗中學習，若是能將兩者加以結合，並以「體驗學習圈」理論模式執行，或許能讓幼兒的學習有加倍的成效。因此本研究欲探討體驗學習模式運用於幼兒園在地化課程之實施歷程，以及課程實施過程中所遇之困境與解決策略。本研究採取行動研究法作為研究方法，透過研究者省思歷程及與協同教師、專業諮詢者不斷對話、修正與調整，並檢視課程實施過程中所面臨之困境、解決歷程以及成效為何。將所蒐集到的資料進行編碼分析，並同時與行動研究歷程進行比對，進行動態課程設計與調整，最後做行動研究結果之分析與呈現。提出體驗學習模式運用於幼兒園在地化課程實施相關建議，並撰寫研究結果以供未來研究之指引。整理本研究結果如下：（一）運用體驗學習模式實施在地化課程之歷程，包含課程設計需整合前導經驗、實施歷程需動態循環調整、透過多元管道檢視課程成效。（二）運用體驗學習模式實施在地化課程所面臨困境與解決策略，包含幼兒、資源運用、時間與地點層面。最後提出對於教師運用體驗學習模式於幼兒園在地化課程之建議、未來相關研究之建議，以及研究者自身省思與收穫。

關鍵字

幼兒園；在地化課程；體驗學習；實施歷程

並列摘要

The integration of the concept of "Localization" into the curriculum has become a trend in recent years, and in the development of the preschool curriculum, the local cultural assets were be considered as a teaching resource to link life and the community in the hope of increasing children's sense of local identity. The integration of the concept of localization into the preschool curriculum has become a necessary literacy skill for children in the preschool education stage. The researcher found that the spirit of "Experiential Learning Circles" is similar to the concept of "Localized Preschool Curriculum", both of which emphasize giving children "Concrete Experiences" and hope that children can learn from experiences. Therefore, this study aims to investigate the implementation of the experiential learning model in localized preschool programs, as well as the dilemmas and strategies encountered during the implementation of the programs. In this study, the action research method was used to examine the dilemmas faced during the implementation of the curriculum, the resolution process, and the effectiveness through the researcher's reflective process and continuous dialogue, revision, and adjustment with the collaborating teachers and professional advisors. The data collected was be coded and analyzed, and compared with the action research process for dynamic curriculum design and adjustment, and finally the action research results were be analyzed and presented. The results of the action research were be analyzed and presented. Suggestions on the application of experiential learning model to the implementation of localized curriculum in kindergartens were be proposed, and the results of the research will be written for the guidance of future research. The findings of this study are summarized as follows: (1) The process of implementing localized curriculum using the experiential learning model, including the need to integrate pioneering experiences in curriculum design, the need for dynamic and cyclical adjustments in the implementation process, and the need to examine the effectiveness of the curriculum through multiple channels. (2) The dilemmas and strategies of implementing localized curriculum using experiential learning model, including children, resource use, time and place. Finally, we propose suggestions for teachers to use the experiential learning model in localized kindergarten programs, suggestions for future research, and the researcher's own reflections and gains.