實施方案教學資深個案幼教師之課程詮釋

A Case Study of a Preschool Teacher's Curriculum Interpretation of Project Approach

方案教學傳入臺灣已久，但許多幼教師對方案的內涵及其在課堂中實際運作的樣貌並不清楚。基於教師的課程理解仍影響課程實施成效之關鍵，本研究聚集於資深方案又教師的課程詮釋，期能促進對方案教學之理解。本研究以半結構訪談及主題分析法進行資料蒐集與分析。研究發現，方案重視培養孩子解決「自己發現」的問題的能力;主題性質已結合幼兒經驗、去結構化、領域統整、且能提供幼兒直接且充分的探索經驗者為佳。教師的專業知能與開放理念更關乎幼兒學習成效，教師需觀察幼兒已備能力以判斷其所需能力，使幼兒由方案情境中逐漸適應並累積參與方案的知能，並設法從方案中看見每一個孩子。文末並提供方案師資培訓與專業成長的建議。

The main purpose of this study is to investigate a preschool teacher's interpretation of Project Approach. To achieve the purpose， the authors applied care study with interview for data collection. Thematic-analysis was used to analyze all materials collected. The study reveals that:(1)The main purpose of practicing Project Approach is fostering children's ability of solving problems they encountered in the process of exploring.(2)The characters of the topic of Project Approach include combining with children's life experiences， de-structurization， crossing subjects， and providing direct and sufficient exploration experiences for children. Those characters play the key roles of deciding the content and depth of a project.(3)Project teachers play multi-roles and are skillful in observation，assessment， as well as open-minded， in oder to let children obtain project abilities based on their own experiences， and make all children with divers abilities can learn in the same project.Hope those findings could provide some directions for preschool teachers who care about Early Childhood Education Curriculum or interest in project Approach to reflect-in/at/on; furthermore， inspire more thinking.