生命教育融入幼兒自然體驗教學之行動研究

The Action Research of Integrating Life Education in Children’s Natural Experience Teaching

黃淑敏(Shu-Ming Huang)

指導教授 ： 林楚欣

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2011年)

摘要

生命教育融入幼兒自然體驗教學之行動研究

摘 要

本研究以立意取樣台中縣一家自然生態豐富的幼稚園進行行動研究，透過流水學習法（Flow Learning）實施自然體驗教學，並將生命教育的內涵融入其中，再透過資料收集、活動設計、尋求資源、教學互動及反省修正等實際施行歷程，最後得到以下結論：
壹、課程方面
一、課程融入時令季節、社區資源的自然生態活動是合宜的方式。
二、延請植物種植專家進入課程參與及指導可以帶動師生成長。
三、自然體驗教學透過流水學習法精神的實施，能加深幼兒的活動體驗及建立生命積極的信念。
貳、幼兒對生命的學習表現方面
一、幼兒在自我對話及內心世界的抒發是來自於生活經驗中的體驗
與感受。參與自然體驗活動後可以發現原來自己可以做這麼多
事情，也能找到學習樂趣，主動拓展學習領域。
二、幼稚園可以提供幼兒豐富的種植經驗，也發現解決同儕紛爭的
利器是透過自然體驗活動的分享。另外，幼兒從可以做到保護
幼蟲的能力，覺知自己的責任。
三、幼兒可以從遊戲體驗中細觀看似平凡卻神奇的自然之美;營造
園區豐富多樣性可以提升師生創作素材及親師合作的橋樑;體
驗生物的奧秘可以建立「多采多姿」、「變化萬千」的感受。
四、認識生命中的「死亡」就像「誕生」一樣尋常，可以是形 (肉)
體不在；但精神是永存的概念，顯現自然體驗是幼兒實踐生命
教育理念多元性的關鍵。
?、教師對生命的省思與成長方面
一、生命教育融入自然體驗教學信念的形塑歷程，足以影響教師呈
現不同的教學行為。
二、 認識生物多樣性可類推孩子心性的獨特及與眾不同。
三、連結幼兒與教師的生活經驗，可以體認「赤子心」。
四、自己和環境中的生態融合時，可以感受處處是生機;時時是學習。
五、滿足幼兒喜歡聽故事的學習特質可以傳遞教師的期待。
六、生命的展現就在眼前，內心的感動來自於真心、貼切的交流。
七、讓幼兒參與感受教師懷孕歷程，可以持續感受生命中的不便與
辛苦。
八、體悟轉化「做中學」，因為「很多事是一生一世都無法準備好的」。
九、「愛」需要學習，透過生活中的人、事、物習得愛的方法。
十、發現自然體驗活動是面對「死亡」議題最合宜的教學。

最後根據本研究對家長、教師、園所與未來研究提出建議。

關鍵字

生命教育 ； 自然體驗教學 ； 流水學習法 ； 融入式教學

並列摘要

The Action Research of Integrating Life Education in
Children’s Natural Experience Teaching
Abstract
The study is to approach sampling in Taichung Country a natural ecological rich kindergarten for action research, through flow learning the natural experience teaching, and the life education into the connotation, then through information-gathering, activities design, seeking resources, and the teaching interactive and reflection amendments actual implementation process, and finally came to the conclusion:
1. Curriculum development
(1) Courses at the time integration into the season, community resources of the natural ecological activities is appropriate.
(2) Invited experts to enter courses plant participation and guidance teachers and students can boost growth.
(3) Natural experience teaching through flow learning spirit the implementation of the activities to promote children experience life and the establishment positive conviction.
2. Children’s performance toward life
(1) Children is comes from in the self-dialogue and inner world expressing in the experience of life experience and the feeling. After participation nature experience may discover original own may handle such many matters, also can find the study pleasure, develops the study domain on own initiative.
(2) The preschool may provide the baby the rich planter experience, also discovered solves the associates dispute sharp weapon is penetrates nature experience the share. Moreover, children from may achieve the protection larva ability, sense knows own responsibility.
(3) Children may experience from the game views carefully looked resembles beauty the ordinary actually mysterious nature; The camp landscape gardening area rich multiplicity may promote the teachers and students to create the bridge which the source material and kisses cooperates; The experience biology mystery may establish “picks varied”, “is eternally changing” the feeling.
(4) Knew in life “death” on elephant “birth” equally common, may be the shape (body) the body not in; But the spirit is the concept which perpetuity, the appearance nature experience is children practices the life education idea polytropic keys.
3. Teachers’ reflections and growth toward life
(1) Through shaping history of Life education into the natural experience of teaching beliefs, it is enough to affect and show the different teaching behavior of teachers.
(2)Knowing the diversity of creatures is analogous for teachers to understanding children’s unique, outstanding properties.
(3) Connecting life experience of children and teachers can further help to realize what utter innocence children possess.
(4) When we immerse ourselves into the ecological environment, we can feel that vitality exists everywhere, and we can learn any time.
(5) Children like to listen to the story to meet the learning characteristics can pass the expectations of teachers
(6) When they see lives displaying in front of eyes, their hearts are touched through earnest and appropriate affection exchange.
(7) Let children participate and feel the pregnancy history of the teachers, children can continue to feel the inconvenience and the hard in the life.
(8) Understanding the transformation of " learn by doing", because "many things that can not be enough to prepare for the life"
(9) "Love" need to be learned, through the life of the people, things and thing to learn the ways of love.
(10) Natural experience activities that are face to "death" issues of the most appropriate teaching.

Finally will act according to this research to the guardian, the teacher, the garden institute and the futurology puts forward the proposal.

並列關鍵字

naturalexperience teaching ； flow learning ； infusion teaching ； life education

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