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題名:幼稚園遊戲課程之研究--一個課程知識社會學的探究途徑
作者:蔡其蓁
作者(外文):Chi-Chen Tsai
校院名稱:臺南師範學院
系所名稱:國民教育研究所
指導教授:黃政傑
林玫君
學位類別:博士
出版日期:2004
主題關鍵詞:幼稚園遊戲課程課程知識社會學的探究途徑幼稚園遊戲課程實踐歷程社會文化價值幼稚園遊戲課程的本質play-oriented curriculum in kindergartenan inquiry approach of Sociology of Knowledge in the field of curriculumpractical process of play-oriented curriculum in kindergartensociocultural valueknowledge notion of play-oriented curriculum in kindergarten
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本研究係藉由「課程知識社會學」的探究途徑,探討「幼稚園遊戲課程」的實踐歷程,及其所反映的社會文化價值,進而檢視幼稚園遊戲課程的本質。為達前述研究目的,採用論述分析、參與觀察、訪談、文件分析及問卷等研究方法,針對某一所實施遊戲課程的幼稚園園長、主任、三位老師、268位家長及幼兒進行研究。
研究結果發現:幼稚園遊戲課程實踐歷程呈現從「教師中心」到「幼兒中心」、從「集合課程」到「統整課程」、從「顯性教學」到「隱性教學」的樣貌,並且反映園方、教師、家長及幼兒多元的社會文化價值,與遊戲課程理論不甚一致。
綜觀本研究之結論:「課程知識社會學」的探究途徑提供一個「微觀-鉅觀」的研究面向,使我們瞭解幼稚園遊戲課程實踐歷程是人為建構的結果,其背後表徵多元的社會文化價值,導致課程理論與實務的差距,而其差距的根源乃是由於兩者的「理論立場」、「論述形式」及「教師角色」觀點不同所致。
最後,針對研究結論,提出改進幼稚園遊戲課程研究、幼教師資培育與幼稚園遊戲課程實踐之建議。
This study adopted an inquiry approach of Sociology of Knowledge in the field of curriculum to study the practical process of play-oriented curriculum in a kindergarten, to analyze its sociocultural value, and to discuss it’s knowledge notion. Discourse analysis, participant observation, interview, document analysis and questionnaires were used. The research participators consisted of the president, administration chief, three teachers, 268 parents and children in the kindergarten.
There were two findings in this study. First, practical process of play-oriented curriculum in a kindergarten appeared from teacher center to child center, from collection curriculum to integrated curriculum, from visible pedagogies to invisible pedagogies. Second, practical process of play-oriented curriculum in a kindergarten reflected that the multiple sociocultural values of kindergarten, teachers, parents and children were different from theory of play-oriented curriculum in a kindergarten.
The conclusions of this study were as the followings. The inquiry approach of Sociology of Knowledge in the field of curriculum delivered a micro-macro study direction which let us understand that practical process of play-oriented curriculum in a kindergarten was constructed. It was represented by multiple sociocultural values and brought the gap of theory and practice of curriculum. The gap resulted from the different perspectives of platforms, teachers’ roles and the discourses between theory and practice of curriculum.
Based on this study, some suggestions about the study of play-oriented curriculum, the training of kindergarten teachers, and the practices of play-oriented curriculum were made.
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