從美國幼教課程模式論幼教課程之基本問題

From the Viewpoint of the United States Early Childhood Curriculum Models: Comments on the Basic Issues and Trends of Curriculum Development

簡楚瑛(Chu-Ying Chien)

《教育研究集刊》 43期 (1999/07) Pp. 139-161

https://doi.org/10.6910/BER.199907_(43).0007

摘要

近年來，台灣自美國引入許多幼教課程模式，其中包括蒙特梭利模式（Montessori Model）、以皮亞傑理論為基礎的課程模式（以High /Scope和Camii-DeVries 為代表）、以及其他以不同理論為基礎的課程模式（如Direct Instruction Model）每個課程模式都有其產生之時代、文化、社會背景，同時，在因應當時之主流學派與社會背景下，各個課程模式應該有其基本的理論基礎、教育目的、內容、方法與評鑑方式。本文之目的即在追溯美國幾個主要幼教課程模式之產生背景、發展過程；整理該主要模式之基本理論基礎與各課程要素之內涵；進而從知識論、社會文化學、認知心理學等領域之新近研究發現或學說觀點來看整個幼教課程模式所觸及到的一些基本問題。期望透過本文之分析對教師課程設計和教學行為有所影響。

關鍵字

課程模式 ； 幼兒教育 ； 課程

並列摘要

Recently, many curriculum models have been transplanted from the United States to Taiwan, namely; Montessori model, High/Scope model, Camii-DeVries model, Bank Street model and Direct Instruction model. Every curriculum model's development has its time, culture, and background. Besides, in accordance with the mainstream theory and society culture, each curriculum model has its theoretical foundation, educational aims, content, and evaluation method. The purpose of this paper is to study the development background and process of the above models, and review the theoretical foundation and curriculum elements of each model in early childhood education. In addition, from the viewpoints of philosophy, social-culture sociology and cognitive psychology, this paper intends to comment on some of the basic issues of the curriculum models of early childhood education.

並列關鍵字

curriculum model ； early childhood education ； curriculum