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題名：幼保系課後托育模組課程之改善：一個教師的反省性探究
書刊名：教育理論與實踐學刊
作者：潘世尊 引用關係
作者(外文)：Pan, Thie-tzuen
出版日期：2012
卷期：25
頁次：頁115-117+119-152
主題關鍵詞：課後托育；模組課程；反省性探究；After-school care and education；Module curriculum；Reflective study
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:54
  • 點閱點閱:53
近年來，「課後托育」益顯興盛與重要，且師資之良窳甚受家長重視。因應此點，筆者對他所任教幼保系「課後托育」模組課程進行反省性的探究，以使其更能培育出優質之課後托育專業人員。為此目的，筆者首先反思該模組課程之規劃緣由，然後藉由課程與實習檢討會議、訪談、座談、調查他校課後托育模組課程內涵及蒐集相關文獻等多元途徑，取得必要之資料。透過和這些資料的對照與比較，筆者揭露潛隱於該模組課程之中的問題所在，並發展包含課後托育模組能力指標與課程內涵這兩個向度之改善方案，且透過對系內「關鍵教師」的溝通式訪談及課程委員會的審議通過，使其得以落實。之後，筆者還進一步對實務工作者進行問卷調查，並再透過與系內相關課程授課教師討論及將因應方案送交課委會審議之方式，增進本系課後托育模組課程內涵之周延性，且使之更能具體實現預設之目標。有志於此之教育工作者，可參考本文之探究歷程、方法與結果，發展適合本身所任職單位之模組課程，以提昇學生就業競爭力和適性發展之機會，以及回應教育部對模組課程之重視。
In recent years, after-school care and education has become more common and important, and parents stress importance on teacher quality. Accordingly, the author conducted a reflective study of after-school care and education module curriculum at the Early Childhood Care and Education Department where he had been teaching, so as to better cultivate excellent professionals of after-school care and education. In order to achieve this goal, the author first reflected on its planning reasons and then obtained necessary data via curriculum and practicum meetings, interviews, discussions, investigating contents of other schools' after-school care and education module curriculum, and collecting relevant literature. Through comparing and contrasting these data, the author disclosed the problems hidden in the module curriculum and developed improvement programs on the aspects of both ”skill indicator” and ”curriculum content”. Further, through communicative interviews of the ”key teachers” in the department and the approval of curriculum development committee, the improvement programs can be implemented. Afterward the author surveyed the opinions of practitioners through questionnaire, discussing with colleagues teaching related disciplines and submitting the re-improvement programs to curriculum development committee based on the results of the survey, and re-enhanced the integrity of after-school care and education module curriculum and made it more possible to accomplish presupposed objects. Educators who are interested in after-school care and education can reference this paper's exploration method, process and results to develop suitable module curriculum for their own individual department, in order to increase students' employment competitiveness and adaptive development opportunities as well as accord with the emphasis the Ministry of Education places on module curriculum.
期刊論文
1.李宜娟(20040900)。「課後托育」師資培訓課程之規劃。朝陽學報，9，337-365。new window  延伸查詢new window
2.陳美如(2005)。課後教育的理解與思考。研習資訊，22(5)，22-27。  延伸查詢new window
3.李新民、陳桂英、盧麗卿、鄭舒丹(2005)。高雄市課後托育中心實地視導成效與相關因素之研究。樹德科技大學學報，7(2)，22-48。new window  延伸查詢new window
4.Winter, R.(2002)。Truth or fiction: Problems of validity and authenticity in narratives of action research。Educational Action Research，10(1)，143-154。  new window
5.馬祖琳、吳怡真、許尤靜、江金惠、許藍文(200002)。課後托育機構保育人員基本能力分析。生活應用科技學刊，1(2)，205-219。  延伸查詢new window
6.潘世尊、張斯寧(20091200)。幼保系實習課程之問題與因應：二個「局內人」的反省性探究。幼兒保育研究集刊，4(1)，2-23。  延伸查詢new window
7.鄭芬蘭(20010900)。課後托育學童快樂情緒模式之驗證。屏東師院學報，15，231-258。new window  延伸查詢new window
8.馮燕(20010900)。各國學齡兒童課後照顧方案。兒童福利期刊，1，195-208。new window  延伸查詢new window
9.Posner, J. K.、Vandell, D. L.(1994)。Low-income children's after-school care: Are there beneficial effects of after-school programs?。Child Development，65(2)，440-456。  new window
10.馬祖琳、陳蓓薇、陳淑華、蘇怡萍、謝惠如(20000100)。課後托育機構服務內容之個案研究。醫護科技學刊，2(1)，1-11。new window  延伸查詢new window
11.黃怡瑾(20000600)。臺南市國小學齡兒童課後托育情形之初探。臺南師院學報，33，233-262。new window  延伸查詢new window
12.吳靖國、林騰蛟(20100900)。臺灣高等技職教育發展的理論性反思。教育資料集刊，47，1-24。new window  延伸查詢new window
13.Creswell, J. W.、Miller, D. L.(2000)。Determining validity in qualitative inquiry。Theory into Practice，39(3)，124-130。  new window
14.Elliott, John(1987)。Educational theory, practical philosophy and action research。British Journal of Educational Studies，35(2)，149-169。  new window
15.李新民、陳密桃(20070900)。兒童課後照顧中心評鑑指標分析。教育與心理研究，30(3)，143-164。new window  延伸查詢new window
16.Chappell, S. V.(2006)。Children 'At Risk': Constructions of childhood in the 21st century community learning centers federal after-school program。Arts Education Policy Review，108(2)，9-15。  new window
17.Beets, M. W.、Beighie, A.、Erwin, H. E.、Huberty, J. L.(2009)。After-school program impact on physical activity and fitness: A meta-analysis。American Journal of Preventive Medicine，36(6)，527-537。  new window
18.Cosden, M.、Morrison, G.、Albanese, A. L.、Macias, S.(2001)。When homework is not homework: After school programs for homework assistance。Educational psychologist，36(3)，211-221。  new window
19.Mahoney, J. L.、Lord, H.、Canyl, E.(2005)。An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children。Child Development，76(4)，811-825。  new window
20.Susanne, J. B.、Mark, D.、John, D.(2008)。After-school program effects on behavior: Results from the 21st century community learning centers program national evaluation。Economic Inquiry，13-18。  new window
21.Zhang, J. J.、Lam, E. T. C.、Smith, D. W.、Flemin, D. S.、Connaughton, D. P.(2006)。Development of the scale for program facilitators to assess the effectiveness of after school achievement programs。Measurement in Physical Education and Exercise Science，10(3)，151-167。  new window
研究報告
1.蕭錫錡、陳甦彰、張仁家(2002)。技專校院學校本位系科課程發展參考手冊。臺北。  延伸查詢new window
2.Vandell, D. L.、Reisner, E. R.、Brown, B. B.、Dadisman, K.、Pierce, K. M.、Lee, D.(2004)。The study of promising after-school programs: Descrzptive report of the promising programs。  new window
學位論文
1.林佳儀(2010)。國小學童家長對課後托育機構的需求與建議--以一所國小為例。國立臺中教育大學，臺中市。  延伸查詢new window
圖書
1.曾榮祥、吳貞宜(2004)。課後托育理論與實務。台北：華騰。  延伸查詢new window
2.Habermas, Jürgen、McCarthy, Thomas(1981)。The Theory of Communicative Action: Reason and the Rationalization of Society。Boston, MA：Beacon Press。  new window
3.Durlak, J. A.、Weissberg, R. P.(2007)。The impact of after-school programs that promote personal and social skills。Chicago, IL：Coolaborative for Academic, Social, and Emotional Learning。  new window
4.尚憶薇(2008)。兒童運動與休閒活動設計。五南。  延伸查詢new window
5.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
6.潘世尊(2005)。教育行動研究：理論、實踐與反省。臺北：心理出版社。  延伸查詢new window
7.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA：Sage。  new window
8.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
9.陳惠邦(1998)。教育行動研究。師大書苑。  延伸查詢new window
10.Carr, Wilfred、Kemmis, Stephen(1986)。Becoming Critical: Education, Knowledge, and Action Research。Falmer Press。  new window
11.Aristotle、Crisp, Roger(2000)。Nicomachean Ethics。Cambridge University Press。  new window
12.Hollister, R.(2003)。The growth in after-school programs and their impact。Washington, DC。  new window
13.孫扶志(2010)。教保領域--課程規劃與輔導。課後照顧服務。臺中。  延伸查詢new window
圖書論文
1.甄曉蘭(2000)。批判俗民誌及其在教育研究上的應用。質的研究方法。高雄市：麗文文化公司。  延伸查詢new window
2.Hirst, P. H.(1983)。Educational theory。Educational theory and its foundation disciplines。Routledge & Kegan Paul。  new window
 
 
 
 
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