社區資源運用於幼稚園教學之教學紀實－以“浦心探險記”為例

Application of Community Resources to Kindergarten Teaching: An Example of "Pu-Xin Exploration"

劉燕雯(Yen-Wen Liu) ； 鄭束芬(Shu-Fen Cheng)

《幼兒教育》 289期 (2008/03) Pp. 39-51

https://doi.org/10.6367/ECE.200803.0039

摘要

本文旨在探究社區資源運用於幼稚園教學之實施歷程、困境、因應策略及教學成效。資料來源爲訪談及文件檔案，研究場域爲研究者任教之公立附幼。研究結論顯示：（一）實施歷程爲教學計劃階段、教學實施階段及教學評量階段：（二）面對協同教學者與家長的質疑和抗拒，教師進行觀念宣導與溝通：以及（三）幼兒瞭解社區特色及觀光產業，並增進記錄與表達能力：家庭、學校及社區建立合作關係：教師增進專業發展。研究建議爲：（一）依據幼兒興趣及社區特色設計課程，以及（二）幼稚園之相關人員應主動形成教學團隊。

關鍵字

幼兒教育 ； 社區資源 ； 教學困境 ； 教學成效

並列摘要

The purpose of this study was to analyze the teaching process of merging community resources into the kindergarten teaching as well as the teaching difficulties, solutions, and effects. The analyzed content was the ”Exploration of Pu-Xin” curriculum conducted from September to December, 2005. Data collection included the teacher's teaching diaries and reflective journals, parent-teacher communication notes, children's works, and feedback of teaching helpers, in addition to the interview transcripts of the teaching partner and community helper. The results were as follows: 1. There were three stages for the teaching process: planning stage, implementation stage, and evaluation stage. 2. When facing questioning and resistance from her teaching partner and parents, the teacher promoted her teaching ideas through meetings, reading materials, and communications. 3. The teaching effects were threefold: (a) children earned in-depth understandings with regard to community specialties and resources, and improved their oral and written communication skills; (b) school, family, and community became teaching partners; and (c) the teacher improved her professional knowledge. Two suggestions were drawn from this study: (a) Curriculum design should be based on children's interests and community specialties, and (b) preschools may be encouraged to conduct team-teaching.

並列關鍵字

early childhood education ； community resources ； teaching effects ； difficulties and solutions