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篇名 兩歲專班教保員生活教育中的信念與實踐
並列篇名 Beliefs and Practices of Toddler Teachers in Life Education
作者 黃微 、蘇育令
中文摘要 本研究運用訪談,探討四位兩歲班教保員於生活教育課程中的教學信念與實踐方法。研究問題分成(一)教保員在幼兒生活教育中的教學信念為何?(二)教保員透過哪些方法實踐生活教育上的教學信念?(三)哪些因素影響教保員生活教育上教學信念與實踐?本研究結果如下:一、共同教學信念:(1)幼兒生活教育需老師長時間耐心的投注以及仔細觀察幼兒需求、(2)生活教育支持幼兒未來擁有健康生活。然而部分老師認為互信的親師關係協助搭建幼兒生活教育。二、共同的實踐方法:(1)以幼兒為學習中心的方法、(2)在實踐過程中遇見落實的困境與調適。一部分老師在實踐方法上將課程步驟化。三、共同的影響因素:華人的禮貌文化、職前教育經驗、與教育局推動的生活教育實施計畫。依據研究結果提供未來實務與研究之相關建議。
英文摘要 The purpose of this study was to identify the beliefs and practices of four toddler teachers in life education; therefore, the research questions were: (1) What are toddler teachers' teaching beliefs in life education ? (2) How do toddler teachers implement their beliefs in life education ? (3) What are the influential factors of toddler teachers' beliefs and practices ? Data from interviews were collected and analyzed. The research findings are as follows: I. Common beliefs: (1) They believe that children's learning in life education takes time. Children's learning is guided by teachers' patient companionship and careful observation of children's needs. (2) They believe that life education is foundation of children's healthy lives. (3) Some of them believe that a trusted parent-teacher relationship helps children's learning in life education. II. Common practices: (1) Their beliefs and practices are based on a child-centered approach. (2) They all encounter difficulties and adjust teaching methods. (3) Some teachers use “one step at a time" strategy to teach children self-help and social skills. III. Common influential factors: (1) Chinese culture of manners, (2) Education of preservice teachers, and (3) Education Bureau's plan of life education all influenced teachers' beliefs and practices. Based on the research findings, recommendations for future implementation in toddler classrooms and future research are provided.
頁次 046-061
關鍵詞 生活教育 兩歲專班 教保員 教學信念 life education toddler classroom toddler teachers teaching beliefs
卷期 332
日期 202111
刊名 幼兒教育
出版單位 中國幼稚教育學會