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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。

本研究旨在探討教師於幼兒科學方案教學之課程規劃與歷程,透過非參與式觀察法,蒐集教師帶領幼兒以統整的方式探究科學方案的歷程。研究場域為台北市的獨立幼兒園,並以該園實施「軌道」科學方案之中大混齡班級進行一學期的資料蒐集。研究方法為質性個案研究,從觀察紀錄、師生對話討論、幼兒表徵紀錄圖、教學日誌、影像與訪談多方資料相互驗證確立信效度,歸納統整出結論如下:

一、方案之教學歷程分為萌發階段、發展階段與統整階段三個時期。
二、在萌發階段,教師著重於提供大量探索經驗,引導幼兒萌發對軌道的興趣;並在不同的情境與素材中,協助幼兒累積相關科學概念。
三、在發展階段,重在擴充幼兒經驗,透過影片欣賞、作品賞析、安排戶外教學等經驗延伸幼兒應用多元素材於軌道軌道路線、機關與創意玩法,擴展幼兒軌道的科學經驗。
四、在統整階段,讓幼兒能夠整合前面經驗,製造更有挑戰性的機關,共同計劃高峰活動,創建軌道遊樂園。幼兒在「解說與引導」的歷程中,奠定與提升科學
概念的統整能力。
五、教師實施科學方案之教學應用與策略,包含1.教學情境的佈置與營造;2.蒐集與整理問題,規劃有系統的探究活動;3.運用分組、提問、總結策略;4.帶領幼兒觀察—預測—驗證,5.運用比較—對照—實驗,協助幼兒在自然的情境中覺察與建立科學概念。

根據以上研究結果,研究者提出教學者與未來研究之相關建議。
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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