幼稚園實施「社區資源融入方案教學」之成效、困境與因應之道

Merging Community Resources into Project Approach in Kindergarten: Effects, Difficulties, and Solutions

10.7037/JNTUE.200912.0145

劉燕雯(Yen-Wen Liu)；鄭束芬(Shu-Fen Cheng)

方案教學 ； 幼兒教育 ； 社區資源 ； Project Approach ； Early Childhood Education ； Community Resources

臺中教育大學學報：教育類

23卷2期（2009 / 12 / 01）

145 - 166

繁體中文

本研究旨在探究社區資源融入方案教學之實施成效、困境與因應之道，採用個案研究法，蒐集之資料包括教學影帶、文件檔案及訪談記錄。 研究結論爲： 一、幼兒瞭解社區環境與特色、力行社區服務，並增進口語表達、問題解決及社會互動能力。 二、家長深入瞭解社區產業、增進親子互動及體驗多元角色。 三、教師成爲社區教師、提升專業知能與溝通能力，並成爲學習者及協同研究者。 四、教師面對質疑及孤軍奮鬥，與相關人員溝通並邀請協助教學。 五、教師缺乏專業知能，持續閱讀資料並接受輔導。 研究建議爲： 一、戮力推廣融入社區資源之方案教學。 二、精進閱讀與分享經驗以提升教師專業成長。 三、持續溝通以鼓勵相關人員形成教學團隊。

The purpose of this study was to analyze the effects, difficulties and solutions during the process of merging community resources into the project approach. Data collection included teaching video clips, the teacher's teaching diaries and reflective teaching journals, parent-teacher communication notes, records of teaching meeting, and feedback of teaching helpers, in addition to the interview transcripts of three related persons. The results were as follows: 1. Children practiced community service, and earned in-depth understandings with regard to community specialties and resources. In addition, children improved their oral communication skills, as well as problem solving and social skills. 2. Parents understood community industries, improved their filial relationships, and played many roles in helping teaching. 3. The teacher improved her professional knowledge and communication skills, and became a ”community teacher, ” as well as a learner, cooperator, and collaborative researcher. 4. The teacher promoted her teaching ideas when facing questioning and resistance, and read related materials and accepted professional guidance because of inadequate knowledge to systematically collect children's portfolios. Three implications were drawn from this study: (a) promoting project approaches with community resources, (b) profoundly reading literature and sharing experiences to enrich teachers' professional growth, and (c) continually communicating with related people to enhance team-teaching.

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