初探教師生命經驗對於幼兒學習環境設置之影響

A Preliminary Study for the Effect of Teacher's Early Life Experience on Early Learning Environment

幼兒學習環境對於幼兒的發展與學習行為有重要影響，「環境」是影響幼兒互動行為的要素，也是幼兒教育中的靜默課程。但由幼兒園教師所主導的「教室空間」，研究卻顯示其設置目的易受到忽視，因此教師規劃教室空間時的意念與圖像，是研究者關切與探問的核心。本研究藉宜蘭縣私立慈心華德福幼兒園作為田野，透過教室中的活動與行為、教師生命敘說與結構性訪談等三個面向；試圖理解幼兒活動空間的使用與規劃方式，並探問教師的空間經驗、教育意圖與空間建構的關係。本文選擇教師生命空間經驗訪談解析的研究成果，透過教師訪談資料的解析與描繪，試圖建構教師的生命經驗與個人偏好在教室空間規畫中所產生的影響。

The early learning environment plays an important role in the development and learning behavior of children. It is a silent curriculum and also an influencing factor for the children's interaction. Even though, the classroom is usually dominated by kindergarten teachers. But, the researches show the purpose of setting is easy to be disregard. Therefore, the teacher's briefs and image in spatial planning is the core issue of my concern and inquiry in this research. I-lan Ci-Xin Waldorf kindergarten as the research field, I try to inquire about the core issue from the three orientations as follows: the activities and behaviors in the classroom, the narrative interview, and structured interview of the teachers. I try to realize the pattern of activities and plan-ning concepts in the classroom, the teacher's spatial experience, and the relationship between educational intention and spatial planning. In this article, I extract the result of the analysis of the teacher's narrative interview. Through the description and anal-ysis of interview data, I try to construct the influence between spatial planning and teachers' experience and preference.