一位優質幼教師課程轉型之研究 :在現實中實踐理想的歷程 = A study on a high-quality preschool teacher’s curriculum transformation :the process of practicing ideals in reality

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一位優質幼教師課程轉型之研究 :在現實中實踐理想的歷程 = A study on a high-quality preschool teacher’s curriculum transformation :the process of practicing ideals in reality
著者: 侯玉婷
國立臺南大學幼兒教育學系碩士班
主題: 優質幼教師課程轉型敘事探究; High-quality preschool teacher Curriculum transformation Narrative research
描述: 本研究旨在探究一位偏鄉的優質幼教師進行課程轉型的歷程、支持偏鄉的優質幼教師進行課程轉型的重要因素，以及偏鄉的優質幼教師進行課程轉型所面臨的困境及其因應策略。本研究採取敘事探究的方法進行探究，以深入訪談的蒐集方式為主，並輔以觀察。本研究結果顯示溫老師的課程轉型歷程包含支持優質幼教師進行課程轉型的重要因素、所面臨的困境及其因應策略，其課程逐漸演變成四個階段：（一）啟動期：園內進行傳統的讀寫算教學，溫老師認為這並不符合幼教理念，於是她進行了單元教學。雖然受到家長極大的反彈，但溫老師仍莫忘初衷，積極親師溝通與辦理成果展；（二）發展期：孩子們的閱讀力薄弱，家長不願意配合親子共讀，因此看不到孩子的具體學習成效。溫老師參加了教育部的閱讀理解實驗計畫，並透過以繪本為主題的課程來提升孩子的學習成效；（三）逐漸成熟期：以繪本為主題的課程較難延伸活動或深化孩子的能力，溫老師改以創新主題課程進行教學，並將部件教學法融入語文遊戲中，家長逐漸看到孩子的語文能力提升；（四）深耕期：溫老師發現缺乏在地課程，因此帶孩子們深入在地文化，進行師生共構的主題連結學習區課程。此外，各階段皆出現支持著溫老師進行課程轉型的重要因素，包含外在因素與內在因素。最後，根據本研究結果，研究者提出相關建議以作為幼兒園、幼兒園教師及未來研究之參考。.
This study aims to explore the process of a high-quality preschool teacher’s curriculum transformation, the important factors supporting a high-quality preschool teacher’s curriculum transformation, the dilemma a high-quality preschool teacher faced as well as feasible strategies for dealing with curriculum transformation. In order to accomplish the above-mentioned, a narrative research approach was used in this study. Data collected was mainly analyzed using in-depth interview and accompanying observation. The results of this research showed that the process of Miss Wen’s curriculum transformation which includes the important factors supporting a high-quality preschool teacher’s curriculum transformation, the dilemma a high-quality preschool teacher faced as well as feasible strategies for dealing with curriculum transformation. Her curriculum could be divided into four periods:(1)The initinaton period: Traditionally, teachers taught their students to read, write and do arithmatic in preschool. However, Miss Wen didn’t think that it was in line with the concepts of preschool education, so she conducted unit teaching methods. Although parents opposed her teaching methods, she still stayed true to her original intention. She actively established parent-teacher communications and hosted the student learning outcomes exhibitions. (2)The development period: children were not good at reading. Moreover, parents were reluctant to get themselves involved in parent-child reading activities. Therefore, it’s hard for parents to realize children’s specific learning performance. Thus, Miss Wen participated in the Reading Comprehension Experiment Program of the Ministry of Education and and children's learning performance was enhanced with curriculum based on picture books. (3) The maturity period: It was difficult to extend activities or deepen children's abilities with curriculum based on picture books. Therefore, Miss Wen turned to adopt innovative theme
出版者: 碩士論文--國立臺南大學幼兒教育學系碩士班.
建立日期: 民110[2021]
格式: [12],155面 : 表 ; 30公分..
語言: 中文;英文
資源來源: NUTN ALEPH

連結

一位優質幼教師課程轉型之研究 :在現實中實踐理想的歷程 = A study on a high-quality preschool teacher’s curriculum transformation :the process of practicing ideals in reality

侯玉婷國立臺南大學幼兒教育學系碩士班民110[2021]

正在檢索遠程資料庫，請稍等

一位優質幼教師課程轉型之研究 :在現實中實踐理想的歷程 = A study on a high-quality preschool teacher’s curriculum transformation :the process of practicing ideals in reality

侯玉婷 國立臺南大學 幼兒教育學系碩士班 民110[2021]

正在檢索遠程資料庫，請稍等

侯玉婷國立臺南大學幼兒教育學系碩士班民110[2021]