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題名 幼兒教育課程架構：香港與新加坡之比較研究
A Comparative Study of Early Childhood Education Curriculum Framework in Hong Kong and Singapore作者 胡善容
Wu, Sin Yung貢獻者 徐聯恩
Hsy, Lein-An
胡善容
Wu, Sin Yung關鍵詞 比較研究
幼兒教育
課程架構
comparative study
early childhood education
curriculum framework日期 2023 上傳時間 2-Aug-2023 14:29:43 (UTC+8) 摘要 本研究對香港和新加坡的幼兒教育課程架構進行比較研究。研究目的是探討、比較和分析香港《幼稚園教育課程指引》（2017）與新加坡《學前課程框架》（2022）的內涵與異同，並發展有關香港幼教的討論，以及對臺灣幼教的啟發。 本研究採用了貝瑞岱比較教育研究法，對香港《幼稚園教育課程指引》與新加坡《學前課程框架》進行比較分析。主要的研究結果顯示，香港與新加坡兩個地區都根據美國NAEYC Developmentally Appropriate Practice （DAP）發展其課程理念，強調幼教課程應以幼兒為中心，並考慮幼兒的發展和學習模式，以及重視文代對幼兒教育的影響。 香港《幼稚園教育課程指引》強調幼兒園根據社區和關係人的需要發展具備課本特色的課程，而新加坡《學前課程框架》則強調終身學習和21世紀能力的重要性，透過關鍵階段成囷培育幼兒成為有能力和樂於貢獻的未來公民。新加坡提出學職基礎的概念，價值觀、社交和情緒能力，以及學習性向貫通於五個學習領域中發展。同時，新加坡指出幼兒在多元文化社群中成長、遊戲和學習，通過母語教育培育幼兒的母語語文能力，以促進幼兒與文化社群成員間的溝通，並幫助幼兒建立文化身份和對不同文化的尊重，以連繫來自不同文化背景的人。 研究指出香港《幼稚園教育課程指引》在實施方面正面臨挑戰，包括部份香港家長擔心遊戲學習可能影響幼兒對學術知識的掌握、幼師的世代差異不利遊戲學習的推行、幼兒園與小學課程的差異造成幼小銜接的困難，此外，香港幼兒園在提供足夠的人均空間和戶外學習空間方面存在限制。 研究結果有助幼教育主管機關、幼兒教師以及國際教育比較研究者對香港和新加坡兩個地區所採用的幼教課程作出更深入的理解，並為臺灣在發展「2030年雙語國家」政策，如何在幼兒園推行有效的英語教學方面帶來啟示。
This master`s thesis presents a comparative study of the early childhood education curriculum frameworks in Hong Kong and Singapore. The objective of the research is to understand and compare the content, as well as identify the similarities and differences between Hong Kong’s ‘Kindergarten Education Curriculum Guide’ (2017) and Singapore’s ‘Nurturing Early Learners’ (2022). The study also aims to explore the underlying reasons behind these similarities and differences and develop further discussions on early childhood education in Hong Kong, as well as insights into early childhood education in Taiwan. Using the Bereday Comparative Study in Education methodology, the research examines Hong Kong’s ‘Kindergarten Education Curriculum Guide’ and Singapore’s ‘Nurturing Early Learners’. The key findings reveal that both regions have developed their curriculum frameworks based on the principle of developmentally appropriate practice (DAP), which emphasises the importance of tailoring education to the age, individual needs, and cultural context of young children. While Hong Kong`s ‘Kindergarten Education Curriculum Guide’ emphasises the development of a school-based programme that responds to the needs of the community and stakeholders such as parents, Singapore’s ‘Nurturing Early Learners’ focuses on cultivating children who are prepared for lifelong learning and able to contribute to their nation as future citizens. Singapore`s ‘Nurturing Early Learners’ emphasises the development of values, social-emotional competencies, and learning dispositions across five learning areas. It also highlights the significance of growing, playing, and learning in a multicultural community, promoting the cultivation of children`s mother tongue proficiency to facilitate communication within cultural communities and foster cultural identity and appreciation, and help children establish respect for different cultures, in order to connect people from diverse cultural backgrounds. However, challenges exist in the implementation of Hong Kong`s ‘Kindergarten Education Curriculum Guide’. Some Hong Kong parents express concerns that play-based learning may result in a perceived lack of academic rigor, potentially impacting children`s readiness for primary school, the generational differences among early childhood educators also pose challenges to the implementation of play-based learning. Furthermore, the differences between kindergarten and primary school curricula create difficulties in the transition from early childhood to primary education. 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國立政治大學
幼兒教育研究所
109157018資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109157018 資料類型 thesis dc.contributor.advisor 徐聯恩 zh_TW dc.contributor.advisor Hsy, Lein-An en_US dc.contributor.author (Authors) 胡善容 zh_TW dc.contributor.author (Authors) Wu, Sin Yung en_US dc.creator (作者) 胡善容 zh_TW dc.creator (作者) Wu, Sin Yung en_US dc.date (日期) 2023 en_US dc.date.accessioned 2-Aug-2023 14:29:43 (UTC+8) - dc.date.available 2-Aug-2023 14:29:43 (UTC+8) - dc.date.issued (上傳時間) 2-Aug-2023 14:29:43 (UTC+8) - dc.identifier (Other Identifiers) G0109157018 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146681 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 幼兒教育研究所 zh_TW dc.description (描述) 109157018 zh_TW dc.description.abstract (摘要) 本研究對香港和新加坡的幼兒教育課程架構進行比較研究。研究目的是探討、比較和分析香港《幼稚園教育課程指引》（2017）與新加坡《學前課程框架》（2022）的內涵與異同，並發展有關香港幼教的討論，以及對臺灣幼教的啟發。 本研究採用了貝瑞岱比較教育研究法，對香港《幼稚園教育課程指引》與新加坡《學前課程框架》進行比較分析。主要的研究結果顯示，香港與新加坡兩個地區都根據美國NAEYC Developmentally Appropriate Practice （DAP）發展其課程理念，強調幼教課程應以幼兒為中心，並考慮幼兒的發展和學習模式，以及重視文代對幼兒教育的影響。 香港《幼稚園教育課程指引》強調幼兒園根據社區和關係人的需要發展具備課本特色的課程，而新加坡《學前課程框架》則強調終身學習和21世紀能力的重要性，透過關鍵階段成囷培育幼兒成為有能力和樂於貢獻的未來公民。新加坡提出學職基礎的概念，價值觀、社交和情緒能力，以及學習性向貫通於五個學習領域中發展。同時，新加坡指出幼兒在多元文化社群中成長、遊戲和學習，通過母語教育培育幼兒的母語語文能力，以促進幼兒與文化社群成員間的溝通，並幫助幼兒建立文化身份和對不同文化的尊重，以連繫來自不同文化背景的人。 研究指出香港《幼稚園教育課程指引》在實施方面正面臨挑戰，包括部份香港家長擔心遊戲學習可能影響幼兒對學術知識的掌握、幼師的世代差異不利遊戲學習的推行、幼兒園與小學課程的差異造成幼小銜接的困難，此外，香港幼兒園在提供足夠的人均空間和戶外學習空間方面存在限制。 研究結果有助幼教育主管機關、幼兒教師以及國際教育比較研究者對香港和新加坡兩個地區所採用的幼教課程作出更深入的理解，並為臺灣在發展「2030年雙語國家」政策，如何在幼兒園推行有效的英語教學方面帶來啟示。 zh_TW dc.description.abstract (摘要) This master`s thesis presents a comparative study of the early childhood education curriculum frameworks in Hong Kong and Singapore. The objective of the research is to understand and compare the content, as well as identify the similarities and differences between Hong Kong’s ‘Kindergarten Education Curriculum Guide’ (2017) and Singapore’s ‘Nurturing Early Learners’ (2022). The study also aims to explore the underlying reasons behind these similarities and differences and develop further discussions on early childhood education in Hong Kong, as well as insights into early childhood education in Taiwan. Using the Bereday Comparative Study in Education methodology, the research examines Hong Kong’s ‘Kindergarten Education Curriculum Guide’ and Singapore’s ‘Nurturing Early Learners’. The key findings reveal that both regions have developed their curriculum frameworks based on the principle of developmentally appropriate practice (DAP), which emphasises the importance of tailoring education to the age, individual needs, and cultural context of young children. While Hong Kong`s ‘Kindergarten Education Curriculum Guide’ emphasises the development of a school-based programme that responds to the needs of the community and stakeholders such as parents, Singapore’s ‘Nurturing Early Learners’ focuses on cultivating children who are prepared for lifelong learning and able to contribute to their nation as future citizens. Singapore`s ‘Nurturing Early Learners’ emphasises the development of values, social-emotional competencies, and learning dispositions across five learning areas. It also highlights the significance of growing, playing, and learning in a multicultural community, promoting the cultivation of children`s mother tongue proficiency to facilitate communication within cultural communities and foster cultural identity and appreciation, and help children establish respect for different cultures, in order to connect people from diverse cultural backgrounds. However, challenges exist in the implementation of Hong Kong`s ‘Kindergarten Education Curriculum Guide’. Some Hong Kong parents express concerns that play-based learning may result in a perceived lack of academic rigor, potentially impacting children`s readiness for primary school, the generational differences among early childhood educators also pose challenges to the implementation of play-based learning. Furthermore, the differences between kindergarten and primary school curricula create difficulties in the transition from early childhood to primary education. Additionally, there are limitations in Hong Kong kindergartens in terms of providing sufficient per capita space and outdoor learning areas. By examining the similarities and differences between Hong Kong’s ‘Kindergarten Education Curriculum Guide’ and Singapore’s ‘Nurturing Early Learners’, this research contributes to a deeper understanding of the educational approaches adopted in these regions. It provides insights into the factors influencing curriculum design and implementation, offering implications for policy-makers, educators, and stakeholders involved in early childhood education in both Hong Kong and Singapore, and provide insights for Taiwan on how to effectively implement English language instruction in preschools as part of the development of the `2030 Bilingual Nation` policy. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景及動機 1第二節 研究目的與待答問題 7第三節 名詞釋義 8第四節 研究方法 9第五節 研究貢獻與限制 13第二章 香港與新加坡的幼兒教育發展概況 15第一節 香港與新加坡的幼教發展與策略 15第二節 香港與新加坡的幼兒園整體品質架構 41第三節 香港與新加坡的幼教課程架構 50第四節 小結 67第三章 香港幼教課程架構之分析 71第一節 教學理念 71第二節 課程規劃 74第三節 學習領域 83第四節 幼兒發展評量 108第五節 教學成效評量 110第四章 新加坡幼教課程架構之分析 111第一節 教學理念 111第二節 課程規劃 124第三節 學習領域 150第四節 幼兒發展評量 188第五節 教學成效評量 193第五章 香港與新加坡幼教課程架構之比較分析 195第一節 教學理念之比較分析 195第二節 課程規劃之比較分析 198第三節 學習領域之比較分析 205第四節 幼兒發展評量之比較分析 212第五節 教學成效評量之比較分析 215第六節 小結 216第七節 研究討論 217第六章 結論與建議 219第一節 結論 219第二節 建議與啟示 220參考文獻 224附錄 236附錄一 香港《幼稚園教育課程指引》目錄 236附錄二 新加坡《學前課程框架》目錄 240 zh_TW dc.format.extent 2497882 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109157018 en_US dc.subject (關鍵詞) 比較研究 zh_TW dc.subject (關鍵詞) 幼兒教育 zh_TW dc.subject (關鍵詞) 課程架構 zh_TW dc.subject (關鍵詞) comparative study en_US dc.subject (關鍵詞) early childhood education en_US dc.subject (關鍵詞) curriculum framework en_US dc.title (題名) 幼兒教育課程架構：香港與新加坡之比較研究 zh_TW dc.title (題名) A Comparative Study of Early Childhood Education Curriculum Framework in Hong Kong and Singapore en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻沈姍姍（2000）。國際比較教育學。臺北市：正中。沈美君（2009）。台灣與美國身心障礙兒童早期療育政策之比較研究。國立暨南國際大學比較教育學系碩士論文，南投縣。2022年4月26日取自https://hdl.handle.net/11296/38ns52洪雯柔（2000）貝瑞岱比較教育研究方法之探析。臺北市：揚智文化。香港政府統計處（2017）。香港2016年中期人口統計主題性報告：少數族裔人士。2021年10月20日取自https://www.censtatd.gov.hk/en/data/stat_report/product/B1120100/attB11201002016XXXXB0100.pdf香港香港教育局（2016）。免費優質幼稚園教育（香港教育局通告第7/2016號）。 2021年1月9日取自https://applications.edb.gov.hk/circular/upload/EDBC/EDBC16007C.pdf香港香港衛生署、香港衛生防護中心（2018）。二至六歲幼兒體能活動指南。2023年2月10日取自https://www.startsmart.gov.hk/files/pdf/physical_guide_tc.pdf香港教育局（2017）。表現指標（幼稚園）。2021年1月9日取自https://www.edb.gov.hk/attachment/tc/edu-system/preprimary-kindergarten/quality-assurance-framework/performance-indicators-pre-primary-institutions/PI_KG_TC.pdf香港教育統籌局（2007）。學前教育新措施（香港教育統籌局通告第1/2007號）。2021年1月9日取自http://applications.edb.gov.hk/circular/upload/EMBC/EMBC07001C.pdf香港教育統籌局、香港社會福利署（2003）。表現指標（學前機構）：兒童發展領域（第二版）。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/sch-admin/sch-quality-assurance/performance- indicators/performance-indicators-pre-primary-institutions/cd_kgc2.pdf香港教育統籌委員會（2000）。終身學習，全人發展：香港教育制度改革建議。2021年1月9日取自http://www.e-c.edu.hk/tc/reform/annex/Edu-reform-chi.pdf香港教育署（1981）。小學教育及學前服務白皮書。2021年1月9日取自http://www.edb.gov.hk/attachment/sc/about-edb/publications-stat/major-reports/pried_c.pdf香港教育署（1982）。香港教育透視：國際顧問團報告書。2021年1月9日取自http://www.edb.gov.hk/attachment/sc/about-edb/publications-stat/major-reports/perspe_c.pdf香港教育署、香港社會福利署（2001）。表現指標（學前機構適用）：學與教領域（第二版）。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/sch-admin/sch-quality-assurance/performance- indicators/performance-indicators-pre-primary-institutions/lt_kgc2.pdf香港教育署、香港社會福利署（2002a）。表現指標（學前機構）：管理與組織領域（第二版）。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/sch-admin/sch-quality-assurance/performance- indicators/performance-indicators-pre-primary-institutions/mo_kgc2.pdf香港教育署、香港社會福利署（2002b）。表現指標（學前機構）：機構文化及給予兒童的支援領域（第二版）。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/sch-admin/sch-quality-assurance/performance-indicators/performance-indicators-pre-primary-institutions/ss_kgc2.pdf香港衛生署（2022）。幼營起動校園。2023年2月7日取自https://www.startsmart.gov.hk/tc/content.aspx?MenuID=2香港課程發展委員會（1984）。幼稚園課程指引。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/curriculum-development/major-level-ofedu/preprimary/1984.pdf香港課程發展議會（1993）。幼稚園課程指引。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/curriculum-development/major-level-of-edu/preprimary/1993.pdf香港課程發展議會（1996）。學前教育課程指引。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/ curriculum-development/major-level-of-edu/preprimary/kg_guide_chi.pdf香港課程發展議會（2006）。學前教育課程指引。2021年1月9日取自http://www.edb.gov.hk/attachment/tc/curriculum-development/major-level-of-edu/preprimary/pre-primaryguide-net_tc.pdf香港課程發展議會（2017）。學前教育課程指引。2021年1月9日取自https://www.edb.gov.hk/attachment/tc/curriculum-development/major-level-of-edu/preprimary/KGECG-TC-2017.pdf張芳全（2012）。邁向科學化的國際比較教育。臺北市：心理。教育學券計劃檢討小組（2010）。教育學券計劃檢討報告。香港：香港教育統籌委員會。陳亮君（2010）。台灣與德國宗教教育政策之比較研究─以公立學校之義務教育階段為例。國立暨南國際大學比較教育學系碩士論文，南投縣。2022年4月26日取自https://hdl.handle.net/11296/ken468彭新強（1999）。香港學校管理改革：回顧與展望。香港：香港中文大學教育學院。彭新強，林怡禮（2000）。學校如何面對教育制度改革方案的挑戰。香港：香港中文大學教育學院。黃身安（2017）。臺灣與韓國高中第二外語教育之比較研究。國立政治大學韓國語文學系碩士論文，臺北市。2022年4月26日取自https://hdl.handle.net/11296/6jy8f5楊思偉（2007）。比較教育。臺北市：心理。賴嘉誼（2008）。臺美高中教育階段家政課程之比較研究。國立臺灣師範大學工業教育學系碩士論文，台北市。2022年4月26日取自https://hdl.handle.net/11296/z5jnu4英文文獻Bereday, G. 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