Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87139
Title: 班級角落中幼兒學習之研究
Authors: 簡淑真
陳淑琦
Keywords: 角落
學習區
幼兒
學習
互動
learning corners
preschool children
learning center
interaction
Issue Date: 2006
Abstract: 摘要 本研究旨在了解幼兒園班級角落中幼兒學習的現況、意涵與問題,希望能對幼兒在角落中的學習有更清楚的認識。本研究是以一幼兒園的中大混齡班(葉子班)的六位焦點幼兒為例,從2001/1/31至2001/7/31,透過觀察,以及對幼兒、兩位老師及園長的訪談、文件分析及家長問卷等方式進行研究。 研究結果發現:幼兒在班級角落中的學習,並沒有固定儀式讓幼兒選角或做計畫,但由於幼兒可以自由選擇;故選角的時機不同,策略及理由也可能不同。而在完成所選的活動上,則因幼兒本身的能力、興趣、需求及生活經驗,與其從角落選出的個人性或社會性的教具、素材及活動,交織出與物、與同儕或與老師的互動、認知建構層次、學習意涵、問題與影響因素。另在角落後的分享上,幼兒有分享的意願,且可依老師的提問分享,但是否分享及分享的時間是由老師決定。故本研究的結論為:在班級角落中,幼兒雖是主動的學習者,也擁有自由選擇權,但其學習意涵與認知建構層次,卻是由幼兒本身與班級角落的脈絡,如:幼兒園所認定的教學型態、老師對角落的規劃與運作(各角落內擺放的個人性或社會性活動、實施流程、對與幼兒互動,或幼兒與同儕互動的態度等)互動而成,亦即角落提供給幼兒的並不只是物理環境,更是社會情境脈絡,且是形成知識建構的一環。而當中老師對角落的規劃與運作又與幼兒園理念、處境、老師本身的思考模式、專業背景、職前教育、實習經驗、同事的討論及幼兒的反應相互影響。為此,本研究針對幼兒角落中的學習、老師對角落的規劃與實踐,幼兒園、幼師培育者及未來研究提出相關建議;期能有助於老師對角落活動的規劃與運作,進而提升幼兒在角落中的學習。
Abstract The purpose of this study is to explore the problems and relevant issues about children’s learning in the classroom’s learning corners . Through multiple methodologies, this study attempts to clarify certain questions about corner learning. The analytical case in this study is one class (Leaf class, pseudonym )with mix-age arrangement in one preschool(Orange, pseudonym ). The analytical data in this study includes participation observation to six children, interview with children, two teachers and a principal, document analysis and questionnaire survey from parents. The data collecting starts from January 31 to July 31, 2001. The finding in this study includes : (1) Because the Leaf class does not have a regular ritual for children to choose a learning corner and make a plan for an activity, children can make their choices by themselves. Therefore, children choose learning corner depending on different times, strategies and reasons. (2) After enter the learning corners, children will choose the material or activity that can be social(play with peers) or non-social (play alone) depend on the children’s abilities, interests, needs or life experiences. And due to their choices, they may interact with objects alone, or need to interact with peers or teacher to solve the problem they meet or to finish the activities for the purposes, and represent different cognition distancing levels, problems and influence factors. (3) After finishing the learning in learning corners, children are willing to share their experiences, and recall their experience through teacher’s leading. However, only the teachers can decide whether the sharing section is open or not . In conclusion, children in the leaf class play as active learners and have freedom of choice in learning corners, but still, the leaning outcomes are constructed by the children and the context which include the educational belief in the preschools or kindergarten, teachers’ plan and operations in learning corners and so forth. It implies that children not only interact with physical environment but also the social context, and become the part of knowledge construction. Besides, the practice that teacher plan and operations in learning corners are interrelated with educational belief in the preschools or kindergarten, teacher’s thinking style, background, pre-service training, practical training experiences, colleagues’ interaction and children’ responses. In the end, this study proposes substantial suggestions for teachers and principal in the preschools or kindergartens, teacher educators and future researchers and hopes these suggestions will bring certain changes for corner learning and children learning.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0886060013%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87139
Other Identifiers: GN0886060013
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