幼稚園輔導方案之研究─以彰化市一所幼稚園為例

The Study on Kindergarten Guidance Program : A Case of Kindergarten in Changhua City

簡青儀(Ching-yi Chine)

指導教授 ： 李宜娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在探討彰化市一所幼稚園參與教育部輔導計畫，瞭解園所參與輔導計畫之歷程、對教師與幼兒的影響及瞭解影響園所推行輔導計畫之關鍵因素。
本研究採用質性取向之個案研究法，以訪談、觀察與文件檔案資料等多重資料蒐集，進行三角交叉驗證與歸納。研究發現如下：
一、個案園所輔導重點著重於落實學習區規劃並嘗試融入主題教學，其轉型歷經萌芽期、輔導第一期(學習區建置期)、輔導第二期(學習區結合主題)、輔導第三期(主題發展整合活動)、輔導第四期(半成熟期)等五個階段。
二、本輔導計畫實施後對幼兒及教師在認知、情意與技能方面都有極為正向的影響。
三、本研究發現促成輔導計畫推行順利之關鍵因素在於輔導教授循序漸進的內在與外在策略運用及園長積極配合與領導；然而，園長之執行力強、部份老師能力與信心不足無法達成園長要求的問題，則為阻礙輔導計畫推行之關鍵因素。
最後，依據以上之發現，由分享陳述輔導心路歷程的點滴，反映幼教現場的一些真實情況，將這歷程提供給其他預計提出申請輔導方案的輔導人員、幼兒園所或教師作為參考。

關鍵字

主題教學 ； 學習區 ； 教學轉型 ； 幼稚園輔導計畫

並列摘要

This study investigated a kindergarten in Changhua City participating in a guidance program held by the Ministry of Education. The aim was to determine how kindergartens might contribute to the program, evaluate the influence of the program on teachers and students, and identify the factors contributing to the successful implementation of the program.
This case study employed a qualitative approach towards its research. Data collection methods include interviews, observation, and collation of related documents and records. The results are as follow:
1.The focus of each guidance case lies in the implementation of learning corners and the assimilation of a theme-based curriculum. The guidance process involves various steps of change and growth. The first stage is the formative early stage. The second stage is the application of learning corners. The third stage is the integration of learning corners and thematic topics into the curriculum. The fourth is the implementation of activities, and finally, the fifth stage is the acclimation process.
2.The implementation of the guidance program has had a substantial influence on cognitive abilities, affective abilities, and the skill capacity of kindergarteners children and teachers.
3.Intrinsic and extrinsic strategies use by Guidance professor and the principals of kindergartens play a major role in the successful implementation of kindergarten guidance programs. However, principals of kindergartens had very strict and Teachers professional competence and lack of confidence had a great effect the influential factors to guidance program held by the Ministry of Education.
Finally, by sharing experience associated with guidance programs and reflecting on actual conditions in kindergartens, we are able to provide reference for other kindergartens or teachers seeking to apply for this program.

並列關鍵字

theme-based curriculum ； learning corner ； curriculum transformation ； kindergarten’s guidance program

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