幼兒園教保服務人員參加教育部輔導計畫的成長與改變

Guidance for Developmentally Appropriate Practice in Preschool and the Professional Growth Among Preschool

黃玉配(Yu-Pei Huang)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

本研究旨在探討幼兒園教保服務人員參與教育部國民教育署辦理適性輔導計畫，教保服務人員在主題活動課程上的成長與改變，本研究目的如下：
一、瞭解幼兒園參與教育部國教署推動的幼兒園適性教保輔導計畫之輔導歷程。
二、瞭解教保服務人員如何透過學習區活動之進行，發展幼兒自主學習課程。
三、瞭解幼兒園參與輔導計畫後，教保服務人員在專業自主性成長改變之情形。
本研究採個案研究法並以回溯的方式來記錄整個主題活動課程之輔導歷程。將整個歷程之文件資料有10次輔導心得報告、教學紀實、會議檢討紀錄、成果分享資料再佐以訪談紀錄等進行資料三角檢核驗證與分析歸納，提出研究結論如下：
一、教保服務人員由被動型態轉變為主動型態，主動積極規劃主題活動內容及主動規劃幼兒學習評量。
二、建立具體、系統化且完整的自編教案設計，擺脫傳統讀寫算課程，不受坊間教材制約。
三、教保服務人員瞭解學習區之功能性，將主題教學課程內容落實於學習區活動中，提升學習區規劃能力。
四、主題活動課程中紀錄幼兒的學習反應，發現讓幼兒自己動手操作，是可提升幼兒在課程中自主能力的展現。
五、幼兒透過主題活動課程，發現問題，學習自己解決問題的能力，並勇於表現自己展現自信。
六、建立學習型組織，運用同儕力量，增強教保服務人員自我信心及專業態度，提升教保專業成長。
最後依據上述的發現，由整個輔導歷程、教保服務人員專業成長之心路歷程及課程規劃與班級經營上，將點點滴滴的經驗提出供給幼兒園、教保服務人員、在未來從事幼教領域的夥伴作為參考。

關鍵字

主題活動課程 ； 輔導計畫

並列摘要

This study was designed to investigate the kindergarten teacher involved in the Ministry of Education National Education Department plans to apply adaptive tutoring, the kindergarten teacher growth and change in the course of activities relating to this study with the following objectives:
1.Understand the course of counseling, Ministry of Education to participate in the kindergarten State Education Department to promote kindergarten suitability of counseling program.
2.Find out how to customize the kindergarten teacher through learning activities, development of young children the main course of study.
3.Find out after the kindergarten involved in counseling program, the kindergarten teacher in the professional autonomy to long change the situation.
This study adopted case study method and backtracking way to record the entire theme counseling activity course of history. The whole process of documentation had 10 counseling experience reporting, teaching documentary, reviewing the record of the meeting, the results of the sharing of information and then record interviews, etc. accompanied by data triangulation check verification and analysis of nuclear induction, proposed conclusions are as follows:
1.The kindergarten teacher patterns from passive to active patterns, proactive planning and proactive planning activities relating to children's learning assessment.
2.A specific, systematic and complete self-design lesson plans, reading and writing from the traditional operator course, not restrict the printing of textbooks.
3.The kindergarten teacher understands the functional area of study, the area of learning, enhance learning area planning.
4.To record the reaction of children’s study during the Topic Activity Course, and find that children operate by their own hands can enhance their show of autonomy in the course.
5.The children through curriculum theme activities identify problems and problem-solving ability to learn, the courage to express them and show confidence.
6.The establishment of a learning organization, the use of peer strength, enhances self-confidence the kindergarten teacher and professional attitude, the kindergarten teacher enhance professional growth.
Finally, based on the above findings, the entire counseling process, the mentality of curriculum planning and classroom management and teaching staff professional growth of the security services, will experience bit by bit raised supply kindergarten, the kindergarten teacher, engaged in the field of early childhood education partners in the future Reference.

並列關鍵字

Topic activity course ； Guidance for developmentally

參考文獻

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