主題課程檔案評量歷程之探討--以一所公立附幼為例

The Study on the Process of Portfolio Assessment in Thematic Curriculum--A Case Study of an Elementary School Kindergarten

曾淑青(Shu-Ching Tseng)

指導教授 ： 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2009年)

摘要

本研究採行動研究方式，以教師為研究者的身分，於國小附幼之主題課程活動中進行檔案評量，主要目的在了解主題課程與檔案評量的實施歷程，是否能提升幼兒的學習興趣、修正研究者的教學策略及了解家長對於教師檔案評量的觀點。透過質性與量化研究方法，由研究者擔任實際教學活動，藉由課程觀察、教學群討論、教學省思、課程紀實、文件收集、軼事紀錄等資料收錄與分析，接著進行幼兒訪談、家長滿意度調查，以獲知家長與幼兒對檔案評量之觀感及看法，最後輔以「幼兒多元智能觀察評量表」，利用SPSS套裝軟體，進行前後測相依T檢定，以呈現幼兒優勢智能領域發展狀況，讓幼兒檔案評量達更周詳的分析紀錄。
本研究的主要發現有下列四點：
一、檔案評量於主題課程教學中的實踐歷程為：確定教學問題與需 求、擬定行動研究策略、教學檔案評量融入教學課程實施，過程中須不斷省思、修正，是達成教學需求的重要因素。
二、透過訪談資料、幼兒檔案內容、測驗結果、教學省思與課程紀實等資料，研究結果發現：檔案評量真實記錄幼兒的學習歷程，有助於顯現幼兒八大智能之優勢能力的發展、呈現幼兒多元化的想法，同時對主題課程的參與度亦有顯著的影響。
三、檔案評量能幫助家長對幼兒學習課程的了解，家長對於檔案評量簿冊的感想：深具保存、收藏的功用。
四、檔案評量的實施需要毅力與決心來堅持到底，透過幼兒檔案評 量的實施亦可作為教師課程編排的參考依據。
最後提出研究結論與建議，供教師在主題課程教學中實施檔案評量以及後續研究之參考。

關鍵字

檔案評量 ； 行動研究 ； 多元智能 ； 主題課程portfolio

並列摘要

Action research was adopted in this study by the teacher as the researcher for portfolio assessment of the theme curriculum activities in an affiliated kindergarten of elementary school aiming to find out whether the practice of theme curriculum and portfolio assessment can enhance young children’s learning interest, how to modify teaching strategies of the researcher and the opinion of parents on the teacher’s portfolio assessment. By qualitative and quantitative research, the researcher undertook teaching activities to collect and analyze information through class observation, teaching group discussion, teaching reflection, class records, document collection and anecdotal records; in addition, children interview and parent satisfaction survey were carried out to understand the perspectives of parents and children on portfolio assessment. The study then used “the Multiple Intelligence Assessment Scale for Young Children” and conducted paired t-test with the SPSS package to demonstrate the development of strong intelligence area of young children making the portfolio assessment more comprehensive.

The four findings of this research are as follows:
I、The implementation process of portfolio assessment in theme curriculum teaching contains identification of teaching problems and demand, planning of action research strategy and integration of teaching portfolio assessment into curriculum implementation. Continuous reflection and modification during the process are the major factors to meet teaching demands.

II、Through the interview records, the portfolio of young children, test results, teaching reflection and class records, the study discovered: the portfolio assessment truly records the learning process of young children which facilitates demonstration of the development of children’s strong intelligences and presentation of their multiple thinking as well as significantly affects the participation in theme curriculum.

III、Portfolio assessment helps parents to understand the learning courses foyoung children and their views on portfolio assessment are worthy of collection.

IV、The implementation of portfolio assessment needs perseverance and resolution to proceed which is also a reference of curriculum arrangement for teachers.

The study results and suggestions were finally proposed as a reference for teachers to carry out portfolio assessment in theme curriculum teaching and for further studies.

並列關鍵字

multiple intellgence ； theme curriculum ； action research ； portfolio assessment

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