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題名：建構取向之幼兒自然科學教學之歷程性研究
書刊名：新竹師院學報
作者：周淑惠 引用關係
作者(外文)：Chou, Su-hui
出版日期：2004
卷期：19
頁次：頁61-88
主題關鍵詞：建構教學；幼兒科學教育；建構論；社會建構論；科學教育；幼兒教育；Constructivism；Social constructivism；Early childhood education；Early science education；Science education
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本研究報告是國科會兩年歷程性計劃的第一年，旨在報導第一年研究歷程與結果。第一年研究旨在透過理念研討與教學試行，形塑教師建構教學的理念與知能，以為第二年正式施行建構教學奠基並提出修正調整建議。而本研究所實施的教學是基於強調共同建構、語文心智工具與鷹架引導的「社會建構論」。所探究問題為：檢視理念形塑整體成效，包括評估所試行建構教學成分與評估幼兒成長與否；以及探討在整體試行歷程中所曾遭遇問題與解決策略。透過質性研究方法蒐集資料與分析資料，所獲結論為：(1)兩園試行期教學大致符合建構教學重要精神，但尚有一些努力空間；(2)兩園幼兒於試行期後，無論在認知或情意、技能方面均有相當進步；(3)兩園教師在試行歷程中均遭遇一些問題或困惑，這些問題包括：相關科學知識不足、科學探究程序不清、幼兒年齡層級困惑、引導鷹架拿揑不易等。根據以上研究結果，提出如下建議以供下年正式實施之參考：持續強化兩園建構教學成分、即刻加強科學探究程序的訓練、積極運用同儕鷹架的利多因子、繼續強調語文鷹架與環境鷹架的相乘效應、持續強化研究團隊的支持力量與適度借重專家諮詢功能。
This is the first year report of implementing a two-year, constructivist teaching project. The first year aims to shape teachers beliefs about Constructivism by means of seminar and trial teaching. The report, therefore, is to document the effects of trial teaching through the qualitative research methods such as classroom observation, interview and document collection. There are three important findings as follows: (1) the trial teaching of two kindergartens is mostly based on the assumptions of Social Constructivism with some improvement to be made in the coming year of implementation; (2) the children in two kindergartens are gaining growth in cognition, affection and skill along through the process of trial teaching; (3) there are some problems and confusion in the process of trial teaching such as lack of scientific knowledge, confusion on the knowledge construction ability of very young children, difficulty in scaffolding skill。 Finally, there are some suggestions proposed for the coming year according to the resules. These suggestions are such as: continuing increasing the ingredients of constructive teaching, keeping employing the support of research team, improving the inquiry skill of teachers,etc.
期刊論文
1.周淑惠(19980200)。正式與非正式幼兒教師之教學行為現況研究。新竹師院學報，11，229-261。new window  延伸查詢new window
2.Howe, A. C.(1996)。Development of science concepts within a Vygotskian framework。Science Education，80(1)，35-51。  new window
3.O'Loughlin, M.(1992)。Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning。Journal of Research in Science Teaching，29(8)，791-820。  new window
4.Fleer, M.(1993)。Science education in child care。Journal of Science Education，77(6)，561-573。  new window
5.Smith, A. B.(1996)。The Early Childhood Curriculum from a Sociocultural Perspective。Early Child Development and Care，115，51-64。  new window
6.Watters, J. J.、Diezmann, C. M.(1997)。"This Is Nothing Like School": Discourse and the Social Environment as Key Components in Learning Science。Early Child Development and Care，140(1)，73-84。  new window
7.Scott, R.(1998)。Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review。Journal of Studies in Science Education，32，45-80。  new window
8.Inagaki, K.(1992)。Piagetian and Post-Piagetian conception of development and their implication for science education in early childhood。Early Childhood Research Quarterly，7(1)，115-133。  new window
9.Naylor, S.、Keogh, B.(1999)。Constructivism in classroom: theory into practice。Journal of Science Teaching Education，10(2)，93-106。  new window
10.Fosnot, C. T.(1993)。Rethinking science education: A defense of piagetian constructivism。Journal of Research in Science Teaching，30(9)，1189-1201。  new window
11.Driver, R.(1989)。Students' conceptions and the learning of science。International journal of science education，11(5)，481-490。  new window
12.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
會議論文
1.Cho, S.(2000)。An investigation of the process of adapting the open learning approach to early childhood education in a Taiwanese kindergarten。The 2000 Annual Meeting of America。  new window
研究報告
1.周淑惠(2002)。解題與經驗取向之幼兒科學方案 (計畫編號：國科會專題研究計畫成果報告)。  延伸查詢new window
圖書
1.陳淑敏(2001)。幼稚園建構教學 : 理論與實務。臺北市：心理。  延伸查詢new window
2.周淑惠(2003)。幼兒科學概念與思維。台北：心理。  延伸查詢new window
3.周淑惠(2002)。幼稚園幼兒自然科學課程資源手冊。台北：教育部。  延伸查詢new window
4.林意紅、臺中市愛彌兒教育機構(2001)。甘蔗有多高。台北：光佑。  延伸查詢new window
5.林意紅、臺中市愛彌兒教育機構(2001)。鴿子：幼兒科學知識的建構。台北：光佑。  延伸查詢new window
6.瑞吉歐兒童中心、黃又青(2000)。噴泉：為小鳥建造樂園的活動紀實。台北：光佑。  延伸查詢new window
7.臺中市愛彌兒教育機構(2003)。學校附近的地圖：18篇幼兒建構學習的課程實錄。台北：光佑。  延伸查詢new window
8.Berk, L. E.(2001)。Awakening children's mind。New York：Oxford University Press。  new window
9.Bodrova, E.、Leong, D. J.(1996)。Tools of the mind: the Vygotskian approach to early childhood education。New Jersey：Prentice-Hall。  new window
10.Vygotsky, L. S.、Kozulin, Alex(1986)。Thought and language。MIT Press。  new window
11.Berk, L. E.、Winsler, A.(1995)。Scaffolding children's learning: Vygotsky and early childhood education。Washington, DC：National Association for the Education of Young Children。  new window
12.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
單篇論文
1.Fleer, M.(1992)。From Piaget to Vygotsky: Moving into a new era of early childhood education(ED360060)。  new window
2.Smith, A. B.(1996)。Early childhood education: quality programs which care and educate(ED403053)。  new window
3.Segal, G.(1997)。A sociocultural model of learning and teaching early childhood science(ED406150)。  new window
圖書論文
1.周淑惠(1998)。幼稚園課程與教學創新:一個個案經驗的啓示。學校本位課程與教學創新。臺北市：揚智。  延伸查詢new window
2.Hogan, K.、Pressley, M.(1997)。Becoming a scaffolder of student learning。Scaffolding student learning: Instructional approaches and issues。Albany：State University of New York。  new window
3.Bruner, J.、Haste, H.(1987)。[Making sense: the child construction of the world] Introduction。Making sense: the child construction of the world。New York：Rouledge。  new window
4.Olson, J.(1982)。Dilemmas of inquiry teaching: how teacher cope。Innovation in Science Curriculum: classroom knowledge, and curriculum change。New York：Nichols。  new window
5.Landry, C. E.、Forman, G. E.(1999)。Research on early Science education。The early childhood curriculum: current findings in theory and practice。New York：Teacher College。  new window
6.Hogan, K.、Pressley, M.(1997)。Scaffolding science competencies within classroom communities of inquiry。Scaffolding student learning: instructional approaches and issues。Albany：State University of New York。  new window
7.Palincsar, A. S.、Brown, A. L.、Campione, J. C.(1993)。First-grade dialogues for knowledge acquisition and use。Contexts for Learning: Sociocultural Dynamics in Children's Development。New York：Oxford University Press。  new window
 
 
 
 
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