Releasing the Autonomous Mind and Constructing the Future Learning Communities: Starting with the “Philosophy and Trends in Early Childhood Education” Course at Master Level
This research started with the “Philosophy and Trends in Early Childhood Education” course organized by Graduate Institute of Early Childhood Education. The purpose was to discuss the learning significance of “autonomous learning curriculum” in developing the future early childhood education professionals through the interpretation and dialectic process of teaching and learning. In the academic year 97, with 12 students’ consent, we initiated the curriculum action research project which included the analysis of two focus group interview datum, student’s learning portfolios (the academic year 96 and 97) and the meta-discussing interviews. This article explained the significance for the learning agent in four aspects: deficiency and yearning, binding and deregulation, flipping and reconstructing the relationship of self and the text, and dialogue between self and others. It also illustrated the three levels of this curriculum vision and intention: shock and pursuit of the inner dialogue, forming the own professional discourse, and constructing learning communities. Last of all, referring to the viewpoint that children are born active learners, the learners formed the contrastive learning image of binding and releasing in the class, which interpreted the urgent desire to liberate the autonomous mind in Taiwans school system.
|關鍵詞||自主學習、幼兒教育、師資培育、行動研究、autonomous learning、early childhood education、teacher education、action research|