體驗區
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| 篇名 |
幼兒園本位課程發展實例－以圳堵國小附設幼兒園為例
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| 並列篇名 |
Developing a Prechool-Based Curriculum - In the Case of Zun-Du Elementary School Affiliated Preschool
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| 作者 |
陳議濃
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| 中文摘要 |
不論在概念或實務上，學校本位課程發展都是每間幼兒園必須去規畫與執行的。本案例以圳堵附幼近十年的幼兒園本位課程發展為例，在面對幼生多來自經濟或文化弱勢的家庭，初期又無特色或優勢的狀況下，如何利用強弱危機分析進行探究、規劃與執行，發展出合適的經營方針，從而歸納出三大核心本位價值：以愛為核心、以自然為內涵、以看得見為責任。而具體採行的13項實踐策略：成立幫助幼兒園貧困學童經費、跨校際愛心募集活動、聖誕傳愛活動、弱勢捐助計畫、社區老幼共樂、校外教學常態化、課程取材在地生活、生活本位方案、強調實踐與參與、教學透明化、教學活動報導、出版學習繪本、強化媒體宣導，也為幼兒園奠定特色基礎。另外，本文也簡述圳堵附幼本位課程發展的四個時期：變革調整期、在地課程期、特色主題期、主題方案期與生活方案期，透過對每個時期課程的案例敘述，分析其重點與特色。最後，筆者認為本位課程應該保持開放與彈性，並且重視「人」的代表性，廣納更多元的意見與立場，才是回歸真正的本位精神。
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| 英文摘要 |
Regardless of concept or practice, school-based curriculum development must be planned and implemented by every preschool. This case takes the preschool-based curriculum development of the Zun Du elementary school affiliated preschool (ZDESP) in the past ten years as an example. In the face of the fact that most of the children come from economically or culturally disadvantaged families and the preschool have no characteristics or advantages in the initial stage, how to use the SWOT analysis to explore ,plan , implementation, and develop suitable operating strategies, thus sum up three core standard values: “love as the core”, “nature as the connotation”, and “transparency as the responsibility”. The 13 practical strategies adopted: the establishment of ZDESP poor children funds, cross-preschool fundraising activities for the disadvantaged groups, Christmas donation activity, underprivileged donation plans, intergenerational learning in the community, normalization of teaching outdoors, local curriculum materials, life-based programs, practice and participation, transparency of teaching, reporting on teaching activities, publishing learning picture books, strengthening media promotion. The above strategies build a special foundation for ZDESP. In addition, this article also briefly describes the four periods of ZDESP curriculum development: the reform and adjustment period, the local curriculum period, the characteristic theme curriculum period, the theme-program curriculum period and the life program curriculum period. By narrating the course cases of each period to analyze its key points and characteristics. Finally, the author considers that the preschool-based curriculum should remain open and flexible, emphasize the representativeness of “people” and accommodate more diverse opinions and positions, that it would return to the true standard spirit.
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| 頁次 |
049-065
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| 關鍵詞 |
幼兒園本位
、強弱危機分析
、在地課程
、戶外教育
、preschool-based curriculum
、SWOT analysis
、local curriculum
、outdoor educucation
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| 卷期 |
333
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| 日期 |
202206
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| 刊名 |
幼兒教育
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| 出版單位 |
中國幼稚教育學會
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