臺北市公立幼兒園文化課程初探——以端午節為例

Abstract

有鑑於傳統節日為傳承中華傳統文化之關鍵點，且其在幼兒園文化課程具有重要性，本研究以傳統文化節日端午節為例，旨在探討台北市公立幼兒園教保人員傳統節日文化參與現況及其設計與執行端午節課程的情形。本研究以台北市公立幼兒園教保人員為對象，以立意取樣的方式取得樣本10人，以自編半結構訪談大綱進行資料蒐集。 本研究主要發現如下： （一） 傳統節日文化參與： 1. 教保人員兒時對於端午節的經驗多集中于粽子、龍舟、艾草菖蒲及香包，近年幾乎只有吃粽子。 2. 對於端午節的習俗意涵，偏向於認為與屈原相關，知曉習俗物驅蟲辟邪之功效。 3. 教保人員喜愛傳統節日，也喜愛端午節；端午節對她們而言與其他傳統節日一樣，最大的意義在於與家人團聚。 4. 教保人員在職前的師培課程中文化類課程修習機會很少，在職文化類研習的參與人數不多。 （二） 端午節課程設計與執行現況 1. 端午節並不屬於幼兒園重要節慶活動之一，多為單點的臨時性活動。 2. 教保人員認為進行端午節活動能讓幼兒了解節日緣由或增加與家人的生活經驗，會結合自身端午節經驗并考量幼兒的程度來準備端午節課程。 3. 教保人員進行最多的端午節習俗為「端午節由來介紹：屈原故事」、「香包」與「粽子」。 （三）幼兒園端午節課程設計及執行的考量因素 1. 教保人員如曾修改端午節課程，改變因素主要為外部因素。 2. 教保人員端午節課程設計及執行中的主要困難為習俗實際操作困難與適當的相關資源難尋。 3. 缺乏相關傳統文化知識背景及情感動機是教保人員進行端午節課程不深入的主要原因之一。 本研究依據研究結果針對幼兒園、幼教現場教保人員、大學、文化課程研究機構及研習機構及未來研究提出建議。Traditional festivals are the key point to inherit traditional culture, and they are important parts of the culture curriculum in kindergarten. This study focused on Dragon Boat Festival and the purpose of it was to investigate what is the traditional festival cultural participation of kindergarten teacher in Taipei, and what is the design and execution of Dragon Boat Festival curriculum. This study targets on kindergarten teacher in the public kindergarten in Taipei. This study is conducted via purposive sampling, semi-structured interviews were designed and conducted to interview the participant.The results of the study were as followed. 1. Traditional festival cultural participation a. Kindergarten teachers ate zongzi, watched dragon boat competition, used wormwood, acorus calamus and sachet when they were young. But they only eat zongzi these years. b. Kindergarten teachers consider Qu Yuan as the origin of Dragon Boat Festival, and they know some ritual herbs can expel parasite and counteract evil force. c. Kindergarten teachers like traditional festivals, including Dragon Boat Festival, and the significance of it is getting together with family members. d. Kindergarten teachers have few opportunities to study culture curriculum when they studied in college, and few of them engaged in advanced studies of culture curriculum. 2. The design and execution of Dragon Boat Festival curriculum a. Dragon Boat Festival is not one of the most important events in kindergarten. Generally, it is temporary activity. b. Kindergarten teachers consider that children can learn the origin of the festival, and have more interaction with family via Dragon Boat Festival curriculum. They consider the curriculum including their own experience and children’s demand. c. The most common customs in the curriculum are Xu Yuan’s story, sachet and zongzi. 3. The consideration factor of Dragon Boat Festival curriculum a. External factors were the main reason of modification on Dragon Boat Festival curriculum. b. Kindergarten teachers had difficulties on actual operation of ritual custom, and it is difficult for them to find related resources. c. Two reasons why Dragon Boat Festival curriculum was not deep enough were that Kindergarten teachers were lack of traditional cultural knowledge, and they did not have emotional motive.