幼兒園實施檔案評量之研究－以桃園縣一所幼兒園為例

The Study of A Preschool Implementing Portfolio Assessment－A Case Study in Taoyuan County

蕭夏玉(Hsia-Yu Hsiao)

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(2013年)

摘要

本研究主要目的在了解幼兒園實施檔案評量之發展歷程、實施方式、效益、困境與解決之道，因此，依據研究目的與問題，挑選一間實施檔案評量已行之有年的小庚幼兒園進行探究，該園採開放式教育，期望建構出符合全人發展的優質環境以提供幼兒學習，研究者以質性研究方式實際進入現場觀察；訪談主管、教師與家長；最後進行文件分析。
綜合本研究資料，獲得以下結論：
壹、小庚幼兒園實施檔案評量之發展歷程為：
一、萌發期（93學年度）：試圖改變以符號為主的評量方式。
二、準備期（民國94年7月至8月）：開始著手實施檔案評量的事前準備工作。
三、嘗試期（94學年度）：檔案評量先從兩個領域開始實施。
四、穩定期（95學年度）：全面實施五個領域的檔案評量。
五、調整期（96學年度至101學年度）：共歷經四次檔案評量的修改歷程。
該園現階段尚在思索與調整檔案評量的內容建置，還未發展出一套屬於該園的檔案評量模式。
貳、小庚幼兒園檔案評量之實施採「作品取樣系統」，因此老師們需執行三部分的內容建置：發展檢核表、作品集與綜合報告。
叁、幼兒園實施檔案評量所產生的效益包括：了解幼兒的學習情況與發展歷程，進而提供輔導方針幫助幼兒更加成長；促進親職溝通與親師關係；提供親子互動機會；以及促進教師專業發展。
肆、該園實施檔案評量出現的困境包括：工作量繁重；老師對於檔案評量的認同感與專業態度不一；實施檔案評量的專業知能不足；以及幼兒檔案評量難與課程發展結合。本研究並依上述困境分別提出解決之道。

最後，依據研究結果提出具體建議，以供幼兒園及未來研究之參考。

關鍵字

幼兒教育 ； 幼兒園 ； 檔案評量

並列摘要

Summary
The main purpose of this study was to understand the implementation of portfolio assessment of preschool development process embodiment, benefits, difficulties and solutions. Therefore, based on the research purpose and questions, the selection of a portfolio assessment has been implemented for years in “Hsiao keng preschool”.The preschool uses liberal education of in line with expectations construct holistic development environment to provide high-quality early learning. This study used “the qualitative research methods” into practical field observations, interviews executives, teachers and parents, document analysis in final.

Comprehensive information on this study has the following conclusions:
First, Hsiao Keng preschool’s implementation of portfolio assessment development process includes:
1. The germination period (93 academic year): Attempting to change the symbol-based evaluation method.
2. The preparation period (July, 2005 to August): Embarked on portfolio assessment of prior preparation work.
3. The attempt period (94 academic year): Starting with two areas of portfolio assessment began.
4. The stabilization period (95 academic year): Full implementation of the five areas of portfolio assessment.
5. The adjustment period (96 to 101 academic year academic year): Including a total of four changes of portfolio assessment process.
The preschool now is still thinking and adjusting the contents of the portfolio and has not yet developed a set of files that belong to its own assessment model.

Second, Hsiao Keng Preschool Portfolio Assessment Implementation adopted "work sampling system." Therefore, teachers need to build three-part content : the development guidelines and checklists, children’s work collection, and summary report.

Third, Hsiao Keng Preschool’s implementation of portfolio assessment generated following benefits: understanding children''s learning and development process, thus providing more counseling approach to help children grow up; promote communication and parenting between parents and teachers; providing opportunities for parent-child interaction; and promoting teacher professional development .

Fourth, Hsiao Keng Preschool’s implementation of portfolio assessment appears dilemma, including heavy workload; teacher for portfolio assessment and professional identity different attitudes; implementation of portfolio assessment inadequate professional knowledge; portfolio assessment and early childhood curriculum development is difficult to combine with . This study were made according to the above dilemma solutions.

Finally, specific recommendations based on the research results were provided for other preschools and future research.

並列關鍵字

early childhood education. ； portfolio assessment ； preschool

參考文獻

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