幼兒園教保活動課程大綱實施難題與改善策略之探究：以蒙特梭利課程取向幼兒園為例

Investigating Strategies for Implementing the Early Childhood Education and Care Curriculum Framework in a Montessori Preschool

《幼兒園教保活動課程大綱》（課程大綱）於2017年頒布。由於課程大綱實施至今，較多是與主題與方案課程取向連結的研究。是以，本研究採個案研究法，目的為理解蒙特梭利課程取向幼兒園實踐課程大綱的現況與難題，並探究其改善策略。本研究發現，蒙特梭利課程取向幼兒園實施課程大綱有嘗試從做中學與配合辦理的實踐路徑，以及符應政策與堅持己見的實踐道路；教保服務人員認為實施課程大綱讓自身擴大對於課程的定義、再建構出具時代意義的蒙特梭利教育觀點、能提供蒙特梭利幼兒學習表現的具體語言及產生幼兒問題解決能力引導方式的再建構；亦產生蒙特梭利課程主題化，喪失主體性以及進行蒙特梭利教具目的與學習指標連結檢視，缺乏學習意義的質疑。而本研究經實踐所發展的蒙特梭利課程取向幼兒園實踐課程大綱的方式為重看／論自身課程取向的精神與內涵，再正確理解課程大綱；連結例行性活動與日常生活教育，強化兩者立論的對話；汲取認知領域問題解決能力的內涵，發展探究式教學活動；看見蒙特梭利幼兒學習表現，而探見蒙特梭利幼兒的基本功。

The 2017 announcement of Early Childhood Education and Care Curriculum Framework (ECECCF) was the impetus for voluminous research into theme-based and project-based curriculum. This multiplecase study research aims to understand the current situation, experiences, and difficulties in implementing the ECECCF encountered by teachers in a Montessori preschool, with the ancillary aim of developing suitable strategies to solve the identified problems. The findings reveal that practice paths of preschool teachers using the Montessori-based curriculum are characterized by trying to ‘learn from doing’ and cooperative management, while striking a balance between conforming to ECECCF policies and adhering to their own opinions about best practices. Moreover, preschool educators expressed a belief that implementing the ECECCF allows them to expand the definition of the curriculum, and further construct a Montessoribased educational viewpoint with contemporary significance, comprising specific language that can bolster Montessori preschool children’s learning performance and the reconstruction of a mode of guidance to nurture their problem-solving ability. Problems encountered are identified as lacking subjectivity in terms of “thematization of Montessori-based curriculum” and unlearning in terms of examination of the connection between the purpose of Montessori materials and learning-indicators. This research develops methods through which Montessori-based curriculum preschool teachers charged with implementing the ECECCF can reexamine and renegotiate the spirit and connotations of their own Montessori education, while correctly understanding the ECECCF. This allows them to link routine activities and daily-life education, strengthen the dialogue about the two theories, grasp the myriad connotations of problem-solving ability in the cognitive field, develop inquiry-based teaching activities, and find the learning performance of children under a Montessori-based curriculum as they aim to inculcate the children’s basic skills.