專家島嶼之萌發：探究父母的教學策略

The Emerging of Islands of Expertise: Exploring the Guiding Strategies of Parents

10.6173/CJSE.2012.2002.01

侯天麗(Tien-Li Hou)

家庭學習 ； 專家島嶼 ； 鷹架 ； Family Science Learning ； Islands of Expertise ； Scaffolding

科學教育學刊

20卷2期（2012 / 04 / 01）

119 - 144

繁體中文

專家島嶼理論相信，幼兒的興趣可在父母的支持下進入深度的學習。本研究從社會文化論出發，擬瞭解專家島嶼萌發初期，父母所扮演的角色及介入的情形。研究者以恐龍為主題，追蹤15個家庭的教學情形與幼兒的學習表現，對照分析其間的關連性，以追溯專家幼兒的父母教學策略。研究結果發現，專家幼兒父母的教學特色如下：（1）內容知識方面，他們能超越物種、特色與行為的說明，並進一步連結生態系統的知識。（2）鷹架策略方面，他們使用多種策略，尤其高層次的「推理」與「監控」是有效教學的關鍵。（3）內容知識與鷹架策略對幼兒學習表現的影響，有階段性的差異：較年幼的孩子依賴父母的內容知識，而年長的孩子依賴高層次的鷹架策略。

The islands of expertise theory suggests children's interests may transition into expertise with the ongoing support of parents in the context of everyday life. Using a socio-cultural lens, the researcher explored the role of parents and their guiding strategies to support the emerging of islands of expertise. Around the topic of dinosaurs, fifteen families with children between the ages of 4 and 6 years were recruited. The interaction of parents and children and the learning performance of children were tracked, and through contrasting analysis, the guiding strategies of parents of expert children were traced. The results included: (1) The content knowledge of parents with expert children was already beyond the level of identification and declaration of dinosaurs' features and behavior. These parents tended to connect their dinosaur knowledge to ecology. (2) Parents with expert children employed a variety of scaffolding strategies. Above all, reasoning and monitoring were crucial to these expert children's learning. (3) Parents' content knowledge and scaffolding strategies were both correlated to children's learning performance. While younger children were more dependent on their parents' content knowledge, older children were more dependent on their high-level scaffolding.

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