幼兒經驗課程之個案研究
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2002
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Abstract
本研究旨在探索幼兒經驗課程的內涵與意義，並了解幼兒園內幼兒經驗課程的內涵。研究對象為中部幼兒園大班組兩位幼兒，研究者對其進行幼兒園的生活進行連續六週的現場觀察與錄影，期間並對兩位幼兒及其帶班教師進行訪談，以了解他們對課程的描述與觀感。研究發現如下：
一、 經驗課程的內涵包含幼兒在幼兒園中的一切經驗，其中包含幼兒對課程的知覺與感受，以及幼兒所未察覺的經驗。經驗課程與正式課程、教師知覺課程及教師運作課程間有所差異，具有獨特性。
二、 幼兒所知覺到的課程未必都能表達出來，幼兒對課程的喜好及經驗無法由參與程度加以判別。
三、 幼兒對於課程的喜好受到家庭經驗所影響，但教師的支持與接納得以支持幼兒的喜好與興趣。
四、 幼兒不喜歡的課程包含：難度過高的認知課程、溝通不良的美語課以及與負面情緒相關的事件。
五、 在帶班教師以教師主導的團體教學為主的情境下，等待時間成了幼兒們建立友誼的時刻。
最後本研究依據研究發現討論相關議題，並提出研究經驗課程的主題與研究方法上的建議。
The purpose of this study is to investigate the children’s experienced curriculum in the kindergarten. The subjects are two 5-year-old boys who attend a kindergarten in central Taiwan. After six weeks of intensive on-site observation, video recording, and interviews, the researcher has analyzed the gathered information in order to understand these two preschoolers’ descriptions and feelings of the curriculum. The major findings of this study include: 1. The experienced curriculum consists of the curriculum children have perceived and not perceived. The experienced curriculum is unique, and different from the formal curriculum, the teacher perceived curriculum, or the teacher operational curriculum. 2. Children verbally express only part of the curriculum they have perceived. Their participations are irrelevant to their attitudes toward the curriculum. 3. Families’ experiences can influence children’s attitudes toward curriculum while teacher’s supports can encourage and enhance children’s interests. 4. The curriculum children dislike includes the cognition-oriented courses beyond their comprehension, English lessons with communication problems, and events related to the negative emotion. 5. In the situation of group teaching controlled by the teacher, children will use the waiting time to develop their friendship. This study also discusses the related issues, and lists several suggestions on future research topics and methods.
The purpose of this study is to investigate the children’s experienced curriculum in the kindergarten. The subjects are two 5-year-old boys who attend a kindergarten in central Taiwan. After six weeks of intensive on-site observation, video recording, and interviews, the researcher has analyzed the gathered information in order to understand these two preschoolers’ descriptions and feelings of the curriculum. The major findings of this study include: 1. The experienced curriculum consists of the curriculum children have perceived and not perceived. The experienced curriculum is unique, and different from the formal curriculum, the teacher perceived curriculum, or the teacher operational curriculum. 2. Children verbally express only part of the curriculum they have perceived. Their participations are irrelevant to their attitudes toward the curriculum. 3. Families’ experiences can influence children’s attitudes toward curriculum while teacher’s supports can encourage and enhance children’s interests. 4. The curriculum children dislike includes the cognition-oriented courses beyond their comprehension, English lessons with communication problems, and events related to the negative emotion. 5. In the situation of group teaching controlled by the teacher, children will use the waiting time to develop their friendship. This study also discusses the related issues, and lists several suggestions on future research topics and methods.
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幼兒經驗課程