幼兒園在地化方案課程之研究-以麻芛為例

The Research of the Localized Project Approach in Preschool:Take Jute as an Example

張嘉芳(Jia-Fang Chang)

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(2017年)

摘要

本研究旨在探究幼兒園在地化方案課程之規劃實施歷程與成果，以臺中麻芛方案課程進行為期一學期之研究。以研究者服務之心田幼兒園大班教師為訪談對象，採用個案研究方式，蒐集語音、動態影像、文件檔案、訪談紀錄資料，針對103年度至104年度大班所實施的課程方案為主。
研究發現為下列三項：
1.在地化方案課程的規劃分成環境規劃、目標規劃與方案課程內涵三個層面。環境規劃主要針對硬體的設置與情境布置為主，目標規劃是針對園內教師對幼兒需求與興趣擬定的方針，課程內涵規劃則是配合幼兒年齡與主題有具體的探究項目設定，以此作為方案探究的藍圖。
2. 麻芛方案從方案的開展至方案結束歷時一學期，幼兒共經歷了「麻芛發展期」、「麻芛的故事」與「麻芛義賣」三個階段。
3.在地化方案課程的實施，使幼兒了解在地的商家，也使幼兒對麻芛種植、價值有更清楚的認識。

關鍵字

在地化 ； 方案課程 ； 麻芛

並列摘要

The purpose of this study is to explore the planning process and results of the localized project approach in preschool, in which a semester study for Taichung Jute project approach was conducted. The interviewees are senior class teachers in Xintian Kindergarten where the researcher serves. Case study approach is adopted. Voices, dynamic images, archives, and interview record information of the project approach implemented at senior classes from 2014 to 2015 were collected.
The study found the following three conclusions: i. The planning of the localized project approach is divided into three levels-environmental planning, target planning, and project approach content planning. Environmental planning mainly focuses on hardware settings and contextual arrangement. Target planning mainly focuses on the policies proposed by kindergarten teachers for children’s demands and interests. In the project approach content planning, the blueprint is the concrete project settings in line with children ages and subjects. ii. In Jute Project, it took a period of one semester from the beginning to the end of the project. During this period, children experienced three phases-"Jute Development Period", "Jute Stories," and "Jute Bazaar." iii. The implementation of the localized project approach made children not only realize local stores but also have more clearly understanding of Jute planting and value.

並列關鍵字

Project Approach ； Localization ； Jute

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