本研究採質性研究的參與式行動研究法,從2006年11月到2007年12月進入一所私立幼兒園的班級教學現場,由文獻整理出建構取向幼兒教學模式的策略與原則,進行一個大單元設計教學法的班級轉變為建構取向幼兒教學的歷程。前導性研究到正式研究歷程發現: 一、班級的氛圍與方案課程交互影響。 二、理論與實務的激辯促使教師教學觀的轉變。 三、方案與鷹架的選擇建基在價值性問題。 四、教學研討促進教學的表現。 五、建構取向幼兒教學課程模式是動態循環的結構。 六、教室言談呈現建構方案的經驗。 七、教學分享擴展孩子的學習經驗。 八、教師的知識概念不等於幼兒方案課程發展的經驗。 九、建構取向教學從幼兒學習觀點出發。 最後,研究者並根據研究結果提出相關建議。
The researcher used participatory action research approach and work with a kindergarten teacher to develop and implement constructivist teaching from November 2006 to December 2007. This study records how constructivist teaching was developed in a kindergarten classroom, and the findings are stated as follows: 1.The influence of the class atmosphere and the project approach is reciprocal. 2.Theoretical and practical argument results in the change of the teacher’s perspectives. 3.The choices of project and scaffolding base on the valuable of the problem. 4.Discussions regarding teaching can help the teacher improve her teaching. 5.The development of constructivist teaching for young children is dynamic. 6.Classroom dialogues share the experiences of the construction of the projects. 7.Sharing with peers can help children to expand their learning experiences. 8.The teacher’s knowledge is not equal to the children’s experiences which are learned from their projects. 9.Constructivist teaching should be based on children’s perspectives. Finally, some suggestions based on the results of the research are proposed.