社區資源融入幼兒園主題教學之歷程探究 -以愛心幼兒園為例

An Exploration Study of Implementing Community Resources on Thematic Curriculum

陳韶聿(Shao-Yub Chen)

指導教授 ： 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

本研究旨在探究愛心幼兒園運用社區資源融入主題教學之歷程，瞭解課程實施之歷程中所面臨之困難與因應策略。研究問題為(1)社區資源融入主題課程中，其實施之歷程為何?(2)社區資源融入主題課程中，其面臨的問題及因應策略為何?
本研究以訪談、蒐集和分析資料為主要研究方法，研究資料包括：班級刊物、教師日誌、幼兒作品、會議紀錄、輔導紀錄等文件，進行資料分析與歸納，瞭解完整之課程實施歷程。研究結論如下：
一、教師運用社區資源融入主題教學之歷程可分為四個時期，包括凝聚共識期、和諧穩定期、重新探索期和成長圓夢期。
二、凝聚共識期主要為整合社區資源、瞭解主題課程之實施方向以及凝聚團隊共識，教師因為在地化課程實施而倍感壓力，此階段的教師因為卻乏信心較為被動消極。其因應策略包括：調整課程作息、邀請教授入園輔導、建立幼兒學習檔案、建立社區資源網絡、帶領教師進行校外參訪以及園長堅定的信念與支持陪伴。
¬三、和諧穩定期主要為增強教師敏銳觀察力，以及充分給予幼兒自由探索的機會。經過一年磨合，教師角色較為開放，且嘗試給予幼兒更多的機會進行自由創作。因應策略包含：多方觀察幼兒生活經驗、邀請家長參與課程、鼓勵教師持續進行校外分享。
四、重新探索期主要為了深化在地化課程而重新進行社區主題，因應策略包含：邀請專家參與主題課程、透過多元評量放大幼兒學習經驗、提升教師電腦技能、邀請教授評析主題課程，園方改善招生模式。
五、成長圓夢期主要進行在地化主題課程與學習區之融合與課程扎根工作，此階段的教師深具信心與使命感，較有具體的教育目標與理念。因應策略包含：多方觀察解析幼兒的學習經驗、改善並深化學習單之運用、邀請家長參與主題課程並提供資源、邀請教授入園輔導、持續與家長和教師溝通、正面肯定教師的成長、提供友善的工作環境。
研究者建議依據研究結論提出六點建議(1)園長應與教師多方溝通取得共識並提供充分給予支援。(2)教師應多方了解社區資源，組織社區資源網絡，持續與社區互動或與在地專家對話。(3)教師需時常反思自己的角色與功能，將主導轉化成引導，回到以「以幼兒為中心」的教學。(4)讓家長有參與教學歷程的機會，有助於推動社區資源教學，亦能增進親子互動。(5)教師應精進專業知能，也鼓勵相關人員形成教學團隊，以提升教師成長。(6)持續邀請教授入園輔導，這樣的協助對幼兒園在提升教學品質方面有莫大的助益。

關鍵字

主題課程 ； 社區資源 ； 教學歷程 ； 在地化課程

並列摘要

This study aims at investigating the process through which Ai Xin Preschool of Implementing Community Resources on Thematic Curriculum and understanding the difficulties in the process of implementing the curriculum and corresponding coping strategies. The research questions are as follows: (1) What is the process of implementing the community resources into the thematic curriculum? (2) What are the problems and coping strategies in the process of merging community resources into the thematic curriculum?
The primary methods employed in this study were interviews, data collection, and analysis. The data for this study included documents such as class publications, teachers’ logbooks, preschoolers’ works, meeting minutes, and counseling records. This study sought to understand the entire process of the implementation of the curriculum through data analysis and summarization. The research conclusions are as follows:
1. The entire process by which teachers merge community resources into thematic teaching can be divided into four stages. These include the stages of consensus building, harmony and stability, rediscovery, and growth and dream realization.
2. The stage of consensus building focuses on integrating community resources, understanding the direction for the implementation of the thematic curriculum, and forging team consensus. Teachers experience greater pressure as a result of the implementation of the localized curriculum, thereby becoming more passive and negative in this stage because of a lack of confidence. The coping strategies include adjusting class schedules, inviting university professors to preschools to give advice, setting up learning portfolios of preschool children, creating networks of community resources, organizing external visits for teachers, and receiving support from preschool principals.
3. The stage of harmony and stability focuses mainly on sharpening the observation power of teachers and providing ample opportunities for children to explore. After a year of adjustment, teachers begin to play a more liberal role and attempt to give children more opportunities to be creative. The coping strategies include observing the life experiences of children from various perspectives, inviting parents to participate in the curriculum, and encouraging teachers to continuously engage in sharing with people outside the schools.
4. The stage of rediscovery dwells mainly on re-engaging in community themes with a view to deepen the localized curriculum. Its coping strategies include inviting experts to participate in the thematic curriculum, enlarging children’s learning experiences through multiple assessments, upgrading teachers’ computer skills, inviting university professors to comment on the thematic curriculum, and improving preschools’ mode of enrollment.
5. The stage of growth and dream realization focuses on fusing the localized thematic curriculum with the learning areas and on the tasks of consolidating the curriculum. At this stage, teachers are full of confidence and possess a sense of mission with more concrete educational goals and ideals. The coping strategies include observing and analyzing children’s learning experiences from various perspectives, making better and comprehensive use of worksheets, inviting parents to participate in the thematic curriculum and providing resources, inviting university professors to preschools to give advice, initiating continuous communication among parents and teachers, positively affirming the growth of teachers, and providing a friendly working environment.
On the basis of the research conclusions, the researcher put forward six recommendations: (1) Preschool principals should communicate in various ways with teachers to build consensus and offer them sufficient support; (2)Teachers should understand community resources through different ways, organize networks of community resources, and continuously interact with communities and engage in dialogue with experts; (3) Teachers need to reflect more often on their role and functions, transforming their dominating role into one of a mentor so as to return to “child-centered” teaching; (4) It is beneficial to provide parents with opportunities to participate in the teaching process since this helps promote the use of community resources in teaching and also increases parent–child interaction; (5) Teachers should make an effort in improving their professional knowledge and capabilities and encourage related personnel to form teaching teams in order to promote the growth of teachers; (6) The teaching quality of preschools will be considerably raised by continuously inviting university professors to preschools to give advice.

並列關鍵字

thematic curriculum ； community resources ； teaching process ； localized curriculum

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