幼兒遊戲課程研究的另一取徑－課程知識社會學

Another Approach of Play-Oriented Curriculum for Young Children-Sociology of Knowledge in the Field of Curriculum

10.6384/CIQ.200501.0081

蔡其蓁(Chi-Chen Tsai)

幼兒遊戲課程 ； 發展理論 ； 課程知識社會學 ； play-oriented curriculum ； Theories of Development ； Sociology of Knowledge in the field of Curriculum

課程與教學

8卷1期（2005 / 01 / 01）

81 - 96

繁體中文

「幼兒遊戲課程」受到多數幼教老師、學者、專家及幼教機構的推崇，但是，遊戲課程的相關研究受到發展理論的影響，忽略社會學觀點的考量，導致研究侷限在教育學技術的討論。本文旨在闡述幼兒遊戲課程的意涵，回顧發展觀點下幼兒遊戲課程研究的限制，並且指出一個課程知識社會學的探究途徑，申論其對幼兒遊戲課程研究的啟示，以供未來從事相關研究之參考。

Many teachers, textbook authors, and leaders of professional organizations advocate play-oriented curriculum for young children. But most of the researches were infected by Theories of Development and ignored sociological perspectives. The purposes of this research are to discuss the meanings of play-oriented curriculum for young children, to review the developmental approach and cultural approach of play-oriented curriculum and their limitations. Finally, the researcher delivers an approach of Sociology of Knowledge in the field of curriculum and elaborates the inspiration on play-oriented curriculum.

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