幼稚園教師對主題統整課程的知覺研究

Kindergarten Teachers' Perceptions of Integrated Thematic Curriculum

統整課程是眾所周知的幼兒教育的課程架構，而今被世界上不同國家廣泛的倡導於其他階段的教育中，主題統整課程近年來在幼教界造成一股潮流，但許多學者卻發現，幼教師對主題課程之哲學理念與理論基礎有待落實。基於教師對課程的認知與了解是課程改革與實踐的重要關鍵，本研究聚焦於幼教師對主題統整課程的知覺的探究。本研究針對台中市一所強調統整教學特色且辦學歷史悠久的幼教機構進行質性研究。研究結果分別從幼教師對主題統整性課程的理念的（Why）、理論的（What）、和實務的（How）知覺三大面向討論。研究結論建議教師們該體認自己已不再僅是知識的傳達者，教師正向與正確的理念、理論、與實務的知覺才是成功的課程改革的要素。

Integrated curriculum is a well-known early childhood curriculum model that recently has been advocated and implemented in other levels of education in different countries. However, several researchers found that kindergarten teachers' thematic curriculum understanding were insufficient. Based on the fact that teachers' perception of curriculum was a key factor of curriculum innovation, exploring kindergarten teachers' perceptions of integrated thematic curriculum became the core issue in this qualitative study. The whole process of participant observations and interviews was administered in an early childhood institution in Taichung, Taiwan, where integrated curriculum was implemented. The findings were reported and discussed in the following three topics: teachers' philosophical (why), theoretical (what), and practical (how) perceptions of integrated thematic curriculum. This study further recommended that roles of teacher were no longer to serve only as direct instruments for delivering knowledge. Rather, continuous ongoing innovations and positive perceptions of philosophy, theory, and practice were essentials of successful curriculum reforms.