童玩融入幼兒園主題課程之研究

Integrating Folk Games into the Thematic Curriculum in Preschool

巫淑茉(Shu-Mo Wu)

指導教授 ： 魏宗明

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2015年)

摘要

本研究旨在探討童玩融入幼兒園主題課程之規劃設計、實施歷程以及成效，並省思將童玩融入幼兒園主題課程之教學活動的困境與解決之道。
　　研究者在研究中擔任實際課程計畫者與教學者，研究對象為幼兒園24位中小班混齡幼兒，為期8個月的研究。實施期間為2014年3月至12月。課程實施期間利用教學課程記實觀察紀錄、教學活動檢核表、幼兒自製童玩、藝術作品、教學省思紀錄、學習單、家長評估滿意度調查等方式蒐集資料，並進行分析。
本研究結果獲致四點結論為
一、童玩融入主題課程的規劃設計包含理念、原則、內容、實施和評量方式，
且必須是幼兒有興趣及符合其身心發展為主。
二、童玩融入主題課程的實施歷程包刮:教學前的準備階段(確定教學目標、情
境規劃、教學策略擬定)、發展活動(繪本引導、討論分享、作品呈現、教
學省思)及評量階段(綜合延伸活動、評量活動)的統整。
三、童玩融入主題課程可提昇教師專業、也能促進幼兒在認知、情意、技能三
方面的學習。
四、實施童玩融入主題課程所面臨的困境是專業與時間限制，教師可參與研習
或尋求專家的知識來解決。幼兒面臨的困境是沒有玩過難以操作、發展未
成熟和違反常規；引導幼兒興趣提供學習情境同儕互動給予正向引導支持
可以克服此困境。
最後依據研究結果發現，針對幼兒教保服務人員與未來研究者，提出建議，希望對童玩融入主題課程教學有所助益。

關鍵字

童玩 ； 主題課程 ； 學前教育

並列摘要

This study aimed to investigate the folk game integrating into thematic curriculum in preschool. Including the planning and the implementation and the effectiveness of the course, and the reflections on the teaching activities and the problem solving process.
Researcher in this study is as a curriculum planner and a teacher. This research is based on 24 mixed-age 3 to 5 years old Preschool children, eight month study period is from March 2014 to December 2014. During the research implementation, using documentary observation, teaching checklist, children made folk game, artwork, teaching reflection records, learning sheet, parents evaluation survey to collect data and analysis.
Results of the study concluded as followings:
1. Folk game integrating into thematic curriculum in preschool includes concepts, principles, content, implementation and assessments must be in line with children's interests and developmentally appropriate.
2. Folk game integrating into thematic curriculum process: pre-preparation (teaching objectives, designing environments, teaching strategies), activities developments (picture books guidance, discussion and sharing, presentation, teaching reflection) and evaluations (extending activities, assessments).
3. Folk game integrating into thematic curriculum can enhance teacher's professional developments, and also facilitate children's cognitive, affective and skills learning areas.
4. Folk game integrating into thematic curriculum is facing difficulties as professional and time constraints, teachers can participate in learning or request to experts assistance. The difficulties faced by children are never played, hard to operate, immature and irregularities; to overcome this difficulties can give positive support, develop children's interests, provide learning contexts and peer interaction.
Finally, according to the findings, this study expect to make recommendations to researchers and early childhood professionals to integrate folk games into the thematic curriculum in preschool

並列關鍵字

folk game ； thematic curriculum ； early childhood education

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