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題 名 | 幼稚園方案教學團體討論之分析研究:二個不同教室之比較=A Comparison of the Implementation of Group Discussion Time in Two Kindergarten Classrooms in Taiwan Using Project Approach |
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作 者 | 陳雅美; | 書刊名 | 國立臺北師範學院學報 |
卷 期 | 12 1999.06[民88.06] |
頁 次 | 頁535+537-569 |
分類號 | 523.2 |
關鍵詞 | 幼稚園; 方案教學; 團體討論; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以二個實施「方案教學」的幼稚園班級中的四位女性教師為研究對象,主要的研究目的是:解析並比較在同以「師生共同討論」模式發展課程的幼稚園教師,其團體討論與分享的內容、功能、和教學技巧有何異同之處。J老師和G老師同屬於一所公立獨設幼稚園,他們所帶的是四及五足歲的混齡班級;Y老師和H老師則任教於一所國立大學系所附屬幼稚園,他們的班級是五足歲的大班幼兒。本研究以教學錄影方式收集資料,然後進行內容分析。研究結果顯示:二個實施方案教學的班級團討與分享之實施現況互有異同。二班共通之處包括:二班進行方案活動的時段完整,每日上午的作息包括「團體討論、自由選組時間、分享」三部曲,二班方案教學的實施程序皆採問題解決取向,包括:檢視方案工作的進度、展示工作成果、提出困難、尋求解決問題的辦法等,及共同扮演包括督導者、指導者、引導者、資源提供者、時間掌控者、班級方案進行的主要監督者、幼兒所提解決構想的質疑者、幼兒持續參與方案的支持者等相同的教師角色。二班互異之處包括:J和G二位老的的雙軌方案及設計圖的運用,所帶領的團討與分享較缺少對於方案工作過去發展的回顧、對於方案主題未來發展的前瞻、方案主題相關書籍的展示、針對不同提議進行表決、幼兒間紛爭的解決等,強調個別幼兒作品的分享及有關問題的建議與討論;Y老師和H老師在團討與分享時輪流主教較缺乏互動,但非常強調舉手發言的常規,經常使用秩序管理技巧。Y老師擅長於以問問題的方式引發幼兒思考,營造幽默歡樂的討論氣氛,新近幼兒、引導幼兒成為團討重心。最後,根據研究結果提出有關幼稚園教學及未來研究的相關建議。 |
英文摘要 | This comparative study on the implementation of the group discussion time in two kindergarten classrooms both using project approach aimed to investigate the curriculum development, the contents and the functions for group discussion and sharing; to illustrate the teacher's roles and teacherchild interaction during the time for group discussion and sharing; to compare the questioning skills, group-order managing skills, and other teaching skills used by the teachers during group time; and to recommend some practical and appropriate guidelines for improvement and better implementation of group discussion and sharing time in kindergarten classrooms. Teachers J and G, both with eight years of experience and Teacher Y and H, respectively with twenty and six years of experience, from two projectapproach classrooms from different kindergartens were involved in this study. Videotaping was used to collect data at different times in the two kindergarten classrooms. For Teachers J and G's classroom, videotaping started from January 7, 1997 and ended in January 17, 1997 for seven days, from 10:00 to 11:30 am. The theme of learning for that week was “highways”. For Teachers Y and H, videotaping lasted for two weeks, from November 19 to 29, 1996, from 10:30 to 11:30 am, Tuesday through Friday. Each teacher was videotaped for four mornings in total. “Flying” was the central theme of children' project activities. Common features shared by the two project-approach classrooms included: (1) A complete session of time was helpful for the implementation of project activities. (2) A morning session of the implementation of the project approach was scheduled in three steps: group discussion, free-choice time for project work, and sharing. (3) The curriculum of the classrooms both took a problem-solving approach, which followed the procedure of inspecting the progress of the project, the showing of the children's project work, children's sharing of the problems they encountered, and the discussion of how to solve the problems among the class. (4) Teachers shared common roles as a conductor, a project monitor, a guide, a facility supplier, a time controller, a questioner of children's suggestions, a supporter of children's continuous involvement in the project. The differences between the two projectapproach classrooms lay in the following aspects. (1) There was more than one project going on in Teachers J and G's classroom. (2) Teachers J and G stressed the design of a blueprint for each child's project work. (3) The implementation of the project in Teachers J and G's classroom tended to lack the review and a look on the future development of the project, the use and sharing of project-related books with the children, voting for different proposals to a controversial issue in the class, the negotiation of children's quarrels during group discussion and sharing. (4)Teachers J and G put an emphasis on the showing of each child's project work and the discussion of his/her problems related to the project work in the class. (5) The lack of both teachers' involvement during the time for group discussion and sharing was observed in Teachers Y and H's classroom. (6) Both Teachers Y and H emphasized the rule to raise your hand for speaking during the group time, and frequently used group-order managing skills. In addition, Teacher Y was a subtle question-raiser, who was very skillful at construction a humorous atmosphere for discussion, and had a unique tendency to let children become the center of discussion, and thus diluted her role as the conductor of the group discussion and sharing. Recommendations were made based upon the findings of the study. |
本系統中英文摘要資訊取自各篇刊載內容。