| dc.contributor | 幼兒教育研究所 | zh_Tw |
| dc.creator (作者) | 張盈堃 | zh_TW |
| dc.date (日期) | 2016-10 | en_US |
| dc.date.accessioned | 26-Dec-2017 17:42:37 (UTC+8) | - |
| dc.date.available | 26-Dec-2017 17:42:37 (UTC+8) | - |
| dc.date.issued (上傳時間) | 26-Dec-2017 17:42:37 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/115419 | - |
| dc.description.abstract (摘要) | 本研究透過一間非常傳統的幼兒園為田野，透過合作行動研究的前後比較，探討從囤積式的傳統課程模式，轉向開放性的統整課程模式的歷程。這間幼兒園的教育模式，在為小學學業做準備的家長期待下生成，因此教師們對崇尚讀、寫、算技能教授的課程模式不但習以為常，甚至得到家長的信任。此外，除探討正式課程的轉型外，同時也分析潛在課程所再現的文化意涵。本研究的具體回答以下兩個問題： (1)從傳統課程模式轉型統整型課程模式的行動歷程分析，除詳實地記錄方案課程的動態過程，同時也探討其中遇到什麼樣的阻力與困難？ (2)在原先強調讀寫算的傳統課程模式中，透過觀察的方式，教室內的潛在課程再現哪些文化意涵？而透過一年期的課程轉型之後，這樣的文化意涵是否被轉變，轉變後呈現哪些新的面貌？家長又如何看待這件事情？ 研究發現如下： (1)環境扮演著極為重要的角色，空間的設計和運用都會激發兒童的互動、溝通和關係。 (2)教學運作歷程比起快速看到兒童讀寫算能力來得更為重要，並且教學設計主權交給教師與學生，不要過度倚賴坊間的套裝教材。 (3)重視自我經驗統整的重要，孩子當在生活中學習、做中學習；孩子探究問題、解決問題的能力應是教學的首要方針。 | zh_TW |
| dc.description.abstract (摘要) | This study chooses one kindergarten with very traditional curriculum model as the research case to explore how to transform curriculum from traditional curriculum model to the integrative curriculum model via collaborative action research. The curriculum idea in this kindergarten is to prepare the transmission from kindergarten to elementary school. They focus on formal learning skills such as reading, writing and counting, which are highly praised by parents. Besides exploring explicit curriculum, this study also focuses on cultural implication in the hidden curriculum. This study will answer these two questions as follows: (1)To explore the process of collaborative action research from traditional curriculum model to integrative curriculum model. (2)To analyze the cultural implication of hidden curriculum in this kindergarten, and to compare different implications between these two models. Research findings are as follows: (1)Environment plays the key role to formulate child’s learning. (2)The process of learning and exploring is more significant than learning skills such as reading, accounting, writing and so on. (3)Integrative curriculum represents the implication of learning by doing, | en_US |
| dc.format.extent | 3019658 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 執行起迄：2015/08/01~2016/07/31 | zh_TW |
| dc.relation (關聯) | MOST 104-2410-H-004-160 | zh_TW |
| dc.subject (關鍵詞) | 幼教課程;合作行動研究;批判教育學 | zh_TW |
| dc.subject (關鍵詞) | early childhood education curriculum; collaborative action research; critical pedagogy; | en_US |
| dc.title (題名) | 幼兒園從分科教學到統整教學的合作行動研究：批判教育學觀點 | _TW |
| dc.type (資料類型) | report | - |
