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題 名 | 幼兒園教保活動課程暫行大綱認知領域評析--以「生活環境中的數學」為焦點=A Critical Analysis of the Cognitive Domain of the Provisional Guidelines for Preschool's Educare Activity and Curriculum:Focusing on Mathematics in Living Surroundings |
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作 者 | 潘世尊; 潘幸玫; | 書刊名 | 兒童照顧與教育 |
卷 期 | 3 2013.03[民102.03] |
頁 次 | 頁1-21 |
分類號 | 523.23 |
關鍵詞 | 幼兒園教保活動課程暫行大綱; 幼兒園新課綱; 幼兒園課程; 幼兒認知發展; 生活環境中的數學; Provisional guidelines for preschool's educare activity and curriculum; New guidelines for preschool's curriculum; Curriculum of preschool; Cognitive development of young children; Mathematics in living surroundings; |
語 文 | 中文(Chinese) |
中文摘要 | 教育部於民國101 年8 月,頒佈「幼兒園教保活動課程暫行大綱」(簡稱「幼兒園新課綱」)。該課綱含身體動作與健康、認知、語文、社會、情緒及美感等六大領域。在認知領域,又包含「自然現象」、「文化產物」及「生活環境中的數學」等三個學習面向。本文旨在針對認知領域之「生活環境中的數學」,進行探究。首先,簡要介紹「生活環境中的數學」之內涵與理念;其次,就其實施之問題加以析論,並提出因應之道。筆者之結論與建議包括:(1)幼兒園與小學數學領域課程綱要,宜統整進行設計與規劃。(2)認知領域之核心目標,應在發展幼兒問題解決歷程能力。「生活環境中的數學」之學習指標,僅為實現此目標之一種媒介與參考。幼教工作者不需過度擔憂幼兒的表現,無法符合這些學習指標之要求,也不需堅持將它們全部轉化為課程實踐。因這些學習指標,會在小學數學領域課程綱要,重複出現。幼兒園新課綱也可針對此種重疊與因應策略,提醒幼教工作者。(3)「生活環境中的數學」之學習指標,宜更完整涵蓋幼兒數學概念發展重要活動,且更符合幼兒數概念發展邏輯。再者,它們的內容宜更加具體,且更周延涵蓋幼兒生活情境中的重要課題。指標之意涵,則宜更清晰明確的呈現。它們的實施指引,也可加以強化。最後,「生活環境中的數學」之實施原則,宜更一致的符合鼓勵幼兒主動探索及發展問題解決方案之理念。 |
英文摘要 | In August 2012, the Ministry of Education in Taiwan issued the Provisional Guidelines for Preschool Educare Activity and Curriculum, which are also known as the New Guidelines for the Preschool Curriculum (NGKC). The NGKC includes six major domains: physical activity and health, cognition, language arts, social studies, emotions, and aesthetics. In the cognition domain, natural phenomena, cultural products, and mathematics in living surroundings are the three main learning dimensions. This paper investigates mathematics in living surroundings (MLS) in the cognitive domain. First, the author briefly introduces the contents and philosophy of MLS. Next, he critically analyzes the problems associated with the implementation of MLS, and further proposes coping measures for these problems. The author's conclusions and suggestions are: 1. The curriculum guidelines of mathematics for Preschool and elementary school should be designed and planned together so as to integrate each other. 2. The main objective of the cognitive domain should be to develop young children's ability of problem-solving process. The learning indicators of MLS are only a medium and reference for the achievement of this objective. Practitioners of early childhood educare neither need to worry excessively about young children's performance that don't match the requirements set by these learning indicators, nor do they need to insist on incorporating all of these indicators into curriculum practice. The reason is these learning indicators are repeated in the mathematics curriculum guidelines in elementary school. NGKC can also warn practitioners of such an overlap and suggest strategies to cope with it. 3. Learning indicators of MLS should contain important activities for the development of mathematical concepts by young children, and should be more consistent with the developmental logic of young children's number concepts. Moreover, learning indicators should be more concrete, and should consist more extensively of important themes in young children's daily lives. The meaning of these learning indicators should be more clearly presented. Guidance for the implementation of these learning indicators should also be improved. Finally, the implementation principles of MLS should be more consistent with the philosophy of encouraging young children to actively explore and develop problem-solving techniques. |
本系統中英文摘要資訊取自各篇刊載內容。