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Please use this identifier to cite or link to this item: https://dyhuir.dyhu.edu.tw/ir/handle/987654321/1386

Title: 幼兒園科學主題之探究歷程分析-以軌道方案為例
Other Titles: A Research on the Analysis of the Inquiry Process of Kindergarten’s Scientific Themes -Take the Track Project as an example
Authors: 拾子茵
Contributors: 陳姣伶
Keywords: 幼兒科學;方案教學;統整性主題課程;軌道方案;幼兒園;early childhood science teaching;project approach teaching;integrated theme curriculum;track project;kindergarten
Date: 2022
Issue Date: 2022-09-08T01:52:50Z
Publisher: 經國管理暨健康學院;幼兒保育系
Abstract: 幼兒期是點燃對科學好奇與探究的重要時期。根據許多研究顯示,雖然幼教教學者理解科學教育的重要,卻經常直接教授科學單一概念,以致科學教育流於技術性操作或知識性灌輸的困境。



Science education plays important role to enhance the overall potential of countries’ development. Early childhood is a significant stage for children to increase their scientific curiosity and exploration. According to the literatures, many early childhood educators only focus on monistic concept of science education. Thus, most of the educators stuck in the dilemma of technical operation or knowledge indoctrination.

The purpose of this research is to explore the curriculum planning and process of teachers' teaching of science projects for young children, and to collect the process of teachers leading children to explore scientific projects in an integrated way through non-participatory observation method. The research field is an independent kindergarten in Taipei City, and a semester of data collection is carried out in the large mixed-age classes in the "track" science program implemented in the kindergarten. The research method is qualitative case study, and the reliability and validity are established from the mutual verification of observation records, teacher-student dialogues and discussions, children's record charts, teaching logs, images and interviews, and conclusions are drawn.

1. The teaching process of the scheme is divided into three stages: the germination stage, the development stage and the integration stage.
2. In the germination stage, teachers focus on providing a lot of exploration experience to guide children to develop their interest in the track. In different situations and materials, help children accumulate relevant scientific concepts.
3. In the development stage, teachers focus on expanding children’s experience, through video appreciation, work appreciation, and arranging outdoor teaching. The experience extends children apply multiple materials to track track routes, organs and creative gameplay, expand children's tracks scientific experience.
4. In the ntegration stage, children can integrate previous experiences, create more challenging structures, plan peak activities together, and build track amusement parks.
5. Teachers implement the teaching application and strategies of scientific programs to help children perceive and establish scientific concepts in natural situations, including (1) the arrangement and construction of teaching situation; (2) collect and organize questions and plan systematic inquiry activities; (3) Use grouping, questioning, and summarizing strategies; (4) Lead children to observe, predict and verify; (5) Lead children to compare, contrast, and experiment.

Based on the above research results, the researchers put forward relevant suggestions for teachers and future research.
Relation: 171頁
Appears in Collections:[學位論文] 110學年度

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