幼兒園全語文取向之主題課程探究

A study of the whole language course with the orientation of the theme couses in a kindergarten

林瓊燕(CHIUNG-YEN LIN)

指導教授 ： 林永豐

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究旨在探討幼兒園全語文取向之主題課程實施現況與所採行的教學策略，並分析教學歷程中所遭遇的困境及解決之道。本研究以一幼兒園中班為研究對象，採用參與觀察法，以文獻整理、教學紀錄、觀察記錄、省思札記、討論紀錄、幼兒作品等方式進行資料蒐集與彙整，並加以歸納、分析，研究結果概述如下：
一、主題課程的實施現況:主題課程是由師生共同討論，以「小腳丫散步去」為問題中心，並由幼兒自發興趣探究發展出「拜訪行道樹」、「春天在哪裡」、「哇!好臭」、「開心來過節」等四個主要次概念議題。
二、主題課程中所採用的全語文教學策略包括:從幼兒的生活經驗尋找主題、融入家長資源、建立團體討論模式、將閱讀和書寫融入主題、豐富多樣的主題活動、分享的寫和讀、支持生活中自發性閱讀和書寫、統整學習經驗。
三、實施全語文理念所遭遇的困境及解決方法： (一)教師、家長及幼兒問題：提升專業成長、與園方及協同教師做好溝通、等待與尊重幼兒個別差異並與家長持續溝通。(二)主題教學歷程遭遇問題：改變教學方式、建立及落實班級常規。(三)班級常態性活動問題:依幼兒能力與興趣調整活動進行方式。

關鍵字

全語文 ； 主題課程

並列摘要

The theme of this study was to explore the implementation of whole language curriculum and the relative teaching strategies, and to analyze the difficulties encountered in the course of teaching and the solutions. All children in this study, a shift as the research object, participant observation, in literature﹐teaching records﹐observations﹐reflective journal﹐discussion records﹐children' s work and other means make data collection and compilation, and induction﹐analysis, research results are summarized as follows：1.The implementation of the thematic curriculum consists：theme courses are jointly discussed by the teachers and students,with "little feet walking out" of the problem centers,by children interested in exploring the development of a spontaneous,"visit trees","where is spring.","wow! stinks.","happy to feast." four major sub-concept issues.
2.The teaching strategies used in the course of whole language courses：from children's life experience find topics,parents resource integration
, create a group discussion mode,the reading and writing into the theme
,a variety of themed events,share of writing and reading,support life spontaneity reading and writing, Integration learning experience.
3.Difficulties encountered in the whole language courses and their solutions：(1)Problem of teachers,parents and young children: Enhancing professional training, good communication with kindergarten and partnership teacher,waiting and respecting children’s individual differences and continuing communicating with parents.
(2)Problem of thematic instruction processes: Changing teaching
methods and styles,setting and implementing class rules. (3) Problem
of class normality activities: To adjust process of activities according
to children’s abilities and interests.

並列關鍵字

whole language ； theme couses

參考文獻

教育部(2012)。幼兒園教保服務實施準則。台北：教育部。取自：

吳樎椒、程健教(2002)。統整課程中的主題教學對幼兒教育的啟示。

許碧勳、吳青蓉(2008)。一所幼兒園主題教學創意世界的蛻變。育達

林惠娟(2004)。幼托園所全語言教學實施概況之初探研究。朝陽人文

李佩純(2004)。一位初任教師在幼稚園實施全語言的歷程。未出版之