從課室言談與課程結構看教育改革的契機

Chance of Educational Reform Manifested in Classroom Discourse and Curriculum Framework

本研究旨在從班級層級中課室言談之討論情境與課程結構的瞭解中發掘教學上的問題，進而加以深入探討。研究對象主要是一位學經歷豐富、完整，積極追求專業上成長，且任教於私立幼稚園的老師，其教學係以幼兒為中心，並以建構式教學為念。藉由觀察攝影、訪談及文件資料蒐集等方法蒐集此老師與幼兒之間的課室言談資料，以及其課程「成品」資料；之後將蒐集到的資料採質性研究方法進行分析，最後根據分析及比較結果探討教學事件背後隱含之意義，進而討論相關議題。根據資料分析結果，本研究發現有三個值得深入探討之問題，包括：1.教學目標的問題；2.教學方法的問題；3.教師學科及學科教學法知識的問題。在教學目標問題方面，分別探討目標的層級性及其間之穿梭性、目標的發展性及目標的彈性、不確定性與暫時性之相關問題。在教學方法問題方面，主要是探討「討論」教學法之類型、特性、師生角色及教學技巧。而關於教師學科及學科教學法知識的問題方面，主要是探討科學教育課程之教師學科及教學法知識。最後，以社會建構論的觀點來探討開放教育中「以幼兒為中心」之教學問題。希望因為本文的發表，可藉此呈現師資培育機構及教師個人在提昇教學品質上可以扮演的角色。

The aim of this research is to find out the teaching problems from analyzing the discourse and curriculum structure in a class. The research sample is an experienced teacher in a private kindergarten， and the pedagogical belief based on constructivism and child-centered ideology. Data were collected by observation in class， documentation and interviewing. Qualitative research method is adopted to analyze and understand the meaning in the text. To find out the teaching issues through the data analysis.Three issues are discussed here: (1) the role of teaching aims and goals in teaching process， (2) discussion teaching method， (3) teacher’s knowledge. (1) Aims and goals in teaching process: explore the problems which concerning about the correlations among the levels and developmental consideration， flexibility， chanciness and temporality of the aims and goals. (2) Discussion method: focus on the types， characteristics， skills and teacher-student relationship in discussion teaching. (3) Teacher’s knowledge: center on the pedagogical content knowledge.Finally， discuss the meaning of ideology of child-center in open education from the research result. The very foundational intention of this research is to highlight the role of the teacher training institutions and the teachers in promoting the quality of early childhood education.