幼兒園輔導計畫中學習區規劃與主題課程實施之行動研究

The Action Research on Planning Learning Centers and Implementing Thematic Curriculum in Preschool Guidance Program

鄧慕詩(MU-SHIH DENG)

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(2017年)

摘要

本研究旨在記錄蘋果附幼參與教育部105學年度幼兒園專業輔導計畫，所進行學習環境改造、主題課程規劃之歷程，以及探究在輔導過程中，團隊教師所遭遇的困境與因應策略。研究者採質性行動研究方法，透過輔導會議記錄、教學日誌、觀察記錄、非正式訪談、文件檔案、及班級網頁等多重資料蒐集，進行三角驗證與歸納。
本研究發現如下:
一、透過輔導計畫階段性任務，團隊教師從理論中省思、從實作中檢討、從實例中找尋方向提升專業素養。改善教室學習區空間位置，豐富學習區內的教材，提供幼兒多樣化學習資源，教學空間轉變為有意義的學習情境，幼兒的學習潛能，也透過多元的學習經驗，獲得充分的發展。幼兒在學習區發展出主題相關的活動，呈現兩者結合相輔相成的效果，也證實完善的學習環境，有助於幼兒發展獨立自主的精神，教師合宜的鷹架角色，能支持幼兒展現能力，並建構更高一層的知識概念。
二、本學年師生共構主題課程「小腳遊草湖」，屬於園所本位課程，結合社區在地文化特色與資源，能引發幼兒的學習興趣，進行自發性的研究與調查，展現出敏銳觀察力及實作的行動力，社區亦能提供教學參觀，體驗實作的場域，擴展幼兒不同的視野。「草湖芋仔冰」中的行動冰店，提供幼兒從無到有的生產創造機會，「太子宮的故事」中的布袋戲，顯示同儕間集思廣益、實現、與修正的互動過程，從中幼兒享受想法實現的滿足。由此可證，適性的教保課程不只是創意教學的養成，幼兒也在團體合作中養成禮讓、等待、合作等社會互動的能
三、歷經一年的專業輔導，團隊教師與輔導教授透過專業對話的溝通，教師強化了專業知能，課程設計轉以「幼兒為中心」的統整性教學，同時促進團隊教師協同教學的合作模式。學期末，透過幼兒的學習檔案，呈現自主性的學習歷程，改變家長追求簿本成效的刻板印象，並建立家長與教師之間緊密互動與意見交流的橋樑。

最後根據研究結論提出建議，以供教保服務人員、幼兒園及未來後續研究之參酌。

關鍵字

學習區 ； 幼兒園輔導計畫 ； 主題課程

並列摘要

The purpose of this study was to record the process of learning environment reform and Thematic Curriculum planning during Apple preschool of the Elementary School participated in the program of Preschool Guidance Program in 105th School Year, and research the difficulties the teachers’ team faced on and the adaptive strategies while the process of coaching. The researcher used qualitative research method, the data gathering was got through multiple ways, such as the coaching meetings minutes, teaching log, observation records, informal interviews, documents, and the class web page, and verified by triangulation research and summed up.
The results of this study are:
(1) Through the periodic mission of Preschool Guidance Program, the group teachers reflected from the theory, review from actual operation, looking for the direction to enhance their professional from the instance. Improving the spatial location of learning corners, enriching the teaching material of learning corners and providing multiple learning resources to children, the teaching spaces turn to meaningful learning situations. Children's learning potential can fully develop through diverse learning experiences. Children develop the activities that relate to the thematic curriculum in learning corners, it shows the effect of combining these two. It also proves that the perfect learning environment can help children develop their independence, the appropriate Scaffolding roles of teachers can support children not only show their ability, but also build a higher level knowledge concept.
(2) This school year, the teachers and children co-structure a thematic curriculum “ little foot travel through Tsau-Hu”. It is the school-based curriculum of this school. this curriculum combined with the local community cultural characteristics and resources, so it can arouse children's learning interest, do spontaneous research and investigate, show keen outsight and hands-on action. The community also can provide teaching visit and the space of hands-on, it extend children's different horizon. The removable Ice store in” Tsau-Hu Taro Ice” proved the children grow out of nothing production opportunity. Taiwanese Hand Puppet show in “ Taizi Temple” shows the interactive process of brainstorm, realization and correction between the peer group, moreover, the children enjoy the satisfy of idea implementation through the process. In this sense, Adaptive Teaching is not only a develop of creative teaching, the children can also learn the social interaction abilities of comity, await, cooperation in their team work.
(3) After a year of professional coaching, the group teachers and the coaching professor went through the professional communication, let the teachers strengthened their professional knowledge, and turn the curriculum design to the integration teaching of "children-centered". And furthermore, it promoted the group teachers’ cooperation model of team teaching. The end of the semester, using students’ study files presented the autonomic learning process of students, changing the parents’ stereotype that chasing the effect of studying by textbook and building the bridge of close interaction and opinion exchange between the parents and the teachers.

The last, putting forward suggestions according to the conclusion of this research study for teaching staff, the kindergarten and the future upcoming study.

並列關鍵字

Learning Centers ； Preschool Guidance program ； Thematic Curriculum.

參考文獻

吳敏惠（2010）。屏東縣公私立幼托園所輔導計畫實施現況之研究（未出版之碩士論文）。國立屏東科技大學幼兒教育系，屏東縣。

胡倩瑜、臧瑩卓（2008）。協助一位幼兒園在職進修教師課程轉型之行動研究。幼兒保育學刊，6，25-45。

呂木琳（1998）。教學視導—理論與實務。臺北市：五南。

徐世瑜（2002）。統整課程發展：協同合作取向。臺北市：心理。

林珮伃（2009）。「反思實踐輔導模式」：透過對談協助教師反思實踐的幼教輔導133模式。臺東大學教育學報，20（1），91-119。