幼兒園新手教師實施方案教學之歷程

Process of Implementing the Project Approach by a Novice Preschool Teacher

10.3966/199679772016103302002

施淑娟(Shu-Chuan Shih)

方案教學 ； 專業成長 ； 新手幼兒園教師 ； project approach ； professional growth ； novice preschool teacher

新竹教育大學教育學報

33卷2期（2016 / 10 / 01）

29 - 59

繁體中文

本研究探討幼兒園新手教師實施方案教學的歷程，其目的為：一、探討幼兒園新手教師進行方案教學時的轉變；二、了解幼兒園新手教師在實施方案教學中所面臨的困境；三、評估新手教師在實施方案教學後專業展現。本研究採個案研究，以訪談、課室觀察、教學日誌、輔導報告、會議記錄等文件蒐集等方式進行資料分析與整理。研究結果顯示：一、實施方案教學所經歷的轉變包含以教師為主到以幼兒為中心、大團體方案到兩組方案課程、因幼兒的興趣轉變課程的方向；二、實施方案教學中面臨的困境有方案不知如何開始、教學時間和秩序的掌握、幼兒的個別差異大、分組時間無法觀察幼兒的狀況、教學資源不足及團討技巧不足等六項內容；三、實施方案教學後對教師的專業展現有課程設計、教學方法及班級經營等三大方向。

This study aimed to facilitate the professional development of teachers and identify the difficulties in the process of implementing the project approach. The objectives of this study were as follows: (a) investigate the conviction and teaching-related changes made by a novice teacher when implementing the project approach, (b) identify the problems encountered by the novice teacher in the process of implementing the project approach, and (c) evaluate the novice teacher's professional development after the implementation of the project approach. A case study method was adopted, and data were collected using methods such as interviews, classroom observations, teaching logs, counseling reports, and conference records. The data were subsequently organized and analyzed. The study results are as follows: (a) teaching-related changes made by the teacher when implementing the project approach (e.g., teacher-centered to child-centered approach, change from a whole group project to two-group project, and curriculum change by child-interested ); (b) problems encountered by the teacher while implementing the project approach (e.g., not knowing where to begin, unfamiliarity with the teaching time and classroom management, dealing with substantial individual differences in children, inability to observe the children's learning situation during group work time, inadequate teaching resources, and poor group discussion skills); and (c) the teacher's professional development after implementing the project approach (e.g., improved knowledge of curriculum design, teaching methods, and classroom management).

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