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題名:幼兒對文化知識的覺知
作者:侯天麗 引用關係
作者(外文):Tien-Li Hou
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:邱上真
謝季宏
學位類別:博士
出版日期:2003
主題關鍵詞:幼兒文化知識繪本young childrencultural knowledgepicturebook
原始連結:連回原系統網址new window
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Vygotsky的社會文化論強調學習歷程中文化中介與認知的社會根源:幼兒透過文化分享,在該文化脈絡中,習得認知模式及心智工具。本研究旨在描述與探索幼兒對文化知識的原初覺知。研究者以八年半之幼稚園園長及八年幼教師資培育經驗,自認可扮演幼兒文化世界之研究工具:研究者嘗試探尋幼兒獨特之建構世界的方式及其對文化的創新,而不是強調成人文化對幼兒之濡化。本研究以現象學為研究典範,重新反思成人對幼兒的偏見,以還原幼兒的觀點。本研究透過對六個五歲幼兒關於灰姑娘繪本的訪談(三男三女),根據訪談情境錄影與錄音逐字稿,做出文化知識架構的質化分析,如家庭生活、對美的概念、對情感的表達、與自然的關係、權利與階級。本研究獲得以下研究發現:(1)本研究中六位五歲個案對文化知識的覺知是敏感的;(2)幼兒在微觀文化脈絡裡思考;(3)幼兒對文化現象的詮釋形成有趣的文化議題。
本研究形成暫時性的結論如下:(1)對幼兒文化世界的發現是可行的;(2)幼兒心智的豐富性,使我們傳統的幼兒觀受到挑戰,因為我們習於低估他們的心智能力;(3)幼教工作者像民族誌學家一樣,是幼兒的文化世界的見證人與傳承者;(4)華人的幼兒,出現較早熟的自我約束及對讀書的重視;(5)幼兒是未來文化的推手;(6)社會文化論打開一扇詮釋幼兒文化世界的窗子。
本研究與其在發現一個確定的研究定見,不如說是提供一個探索幼兒主動建構文化的起點。
From a sociocultural perspective, Vygotsky proposed the primacy of cultural mediation and the social embeddedness of cognition. In another words, children acquire the tool of mind in the way they learn, share and construct their original culture.
Aimed at the exploration of cultural knowledge in the early years of life, this study was to describe and explore young children’s rudimentary understanding of culture knowledge. As a director in kindergarten for 8.5 years and an early childhood teacher educator for 8 years, the researcher viewed herself as a qualified research instrument in the cultural world of young children. The researcher tried to find out , not the imprint of adult culture on children’s life, but how children construct the repertoire of their own sense making of the world.
Based on phenomenological study of children’s world,adults belief about children must be suspended in order to view children in the way they are given. Focused on children’s reader’s response to the two picturebooks of Cinderella the interview episodes and verbatim transcription of six five-year-old boys and girls in interview situations will be qualitative analyzed under the framework of cultural knowledge, such as the family life, conception of beauty, human relation to nature, emotional expression, notions of power and social class etc. The agreeable findings to be presented were threefold:(1)the interviewee as 5-year-olds were cultural-sensitive both between and within culture contexts.(2)they appropriated their understanding of culture in the context of microsystem.(3)how they make sense from the cultural repertoire highlighted the cultural issue of young children.
We were led to the tentative conclusions as following:(1)The discovery of young children’s awareness of culture knowledge is feasible.(2)A changing image of young children is necessary for Taiwanese society ,because young children’s mind should not be underestimated intellectually.(3)Early childhood workers function as the best ethnographers in the cultural worlds of young children.(4)Our young children show their more precocious self-discipline and their positive view of learning.(5)Young children are active agents making sense and constructing meaning within their cultural contexts.(6)Vygotskian sociocultural perspective the researcher has taken, however , gains a window on young children’s cultural world.
Hence, this study provides, rather than as final finding, as the start point to explore children’s active role as an agent of culture.
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