- 期刊
幼兒園「教」英語？－淺談英語融入幼教課程的一項實驗行動
＂Teaching＂ English in Kindergarten?: An Experiment in Integrating English into Early Childhood Curriculum
摘要
本文描述筆者（之後以「我」自稱）接受臺北市教育局委託進行英語融入幼兒園課程實驗計畫之歷程和所得。本計劃目的在實驗是否能在既有幼教課程中，執行合乎幼教理念的英語教學活動。計畫中招募了十位臺北市公幼教師，逐步增能並引導其試驗英語融入幼教現場的可能性。本計畫從2016年9開始，目前仍在進行。第一階段舉行專家焦點座談，以凝聚英語融入共識。第二階段辦理教師增能及在園實作。目前進行第三階段的返園實踐，交叉觀課和議課。本文將以第一和第二階段已經完成的部份，分享行動所得。研究發現幼教教師樂於在一日作息的例行性活動和轉銜時間融入英語，也能自在的以歌曲、律動、繪本、遊戲等方式融入英語。習慣以團體教學方式進行英語融入，較少於學習區和主題時間融入。在計畫初期，種子教師較易陷入語言領域的窠臼。計畫的增能和實作經驗的累積，能提昇教師的自我覺察和批判思考，協助建立合作學習的成長社群。期待於下一個階段，經由行動研究的歷程，找出英語融入和幼教課程的平衡點。
並列摘要
This article delineates the process and preliminary results of an experimental instructional project integrating English into early childhood curriculum (hereby referred to as IEECE) in Taipei. IEECE project aims at investigating whether developmental appropriateness can still be maintained once English is added to early childhood education. Ten public kindergarten teachers were recruited as research collaborators in this project. IEECE project started from September 2016 and is still under way. At the first phase, focus group meetings with experts in language and early childhood education were held to reach consensus regarding the essence and operation of IEECE. The goal of the second phase was to enhance pedagogical capabilities of IEECE with series of workshops and field practices. Currently, at the third phase, site teaching, observation, and peer debriefing serve as major mechanisms in IEECE professional development. However, this article shared only reflective practices of the ten teachers at the first two phases. IEECE activities related to daily routines and transition were frequently employed. The teachers performed IEECE with confidence using songs, body movement, picture books, and games. They were more likely to launch IEECE activities during circle time and in large groups, and less likely during corner time and theme events. At the beginning, the teachers often mistakenly perceived IEECE as language learning activities. Subsequently, workshops and field practices boost teachers' self-awareness and critical thinking abilities, as well as facilitate forming a collaborative learning community. Bridging English education and early childhood education and striking a balance is the next goal of this action research.
參考文獻
延伸閱讀
- 羅云馨（2009）。幼兒英語教師教學經驗之探究〔碩士論文，朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-1111200915521823
- 楊佳穎（2014）。英語圖畫書融入幼兒園學習區之行動研究〔碩士論文，朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-2611201410190070
- 張宜玲（2003）。托兒所英語教學實驗之行動研究：華德福課程在幼兒英語教學的應用。幼兒保育學刊，(1)，122-147。https://doi.org/10.6433/JCC.200308.0122
- 黃郁雯（2014）。幼兒園英語教學之行動研究〔碩士論文，朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-2611201410185858
- Chun, Y. T. (2018). A Case Study on Children's Early English Learning Experiences and their Classroom Interaction [master's thesis, National Chengchi University]. Airiti Library. https://doi.org/10.6814/THE.NCCU.ETMA.002.2018.A07