基礎教育學報



台灣幼托機構課程模式的發展探究:從課程就是敘事文本的觀點

2008.第17卷第1期(Vol. 17 No. 1).pp. 17–32
 

台灣幼托機構課程模式的發展探究:從課程就是敘事文本的觀點

A Study on the Development of a Curriculum Model for Preschools in Taiwan: From the Perspective of Understanding the Curriculum in Narrative Text

陳淑琴(Shu-Chin Susan CHEN)

摘要

本研究主要探討台灣近年幼托機構課程模式的發展趨勢。研究者採用文獻分析法,從課程就是敘事文本的觀點,分析台灣具代表性之幼教專業團體「中華民國幼兒教育改革研究會」於1997–2007年會發表之論文及課程記實。研究發現台灣的幼托機構在1980年前大多採用台灣省政府所發行的單元活動設計為統一教材,部分也採用坊間出版之讀本為補充教材;換言之,幼兒園的課程模式以扮演「別人的故事」為主。1980年至2000年間台灣幼兒園陷入才藝分科、認知取向和美語教學的課程迷思,大量採用現成教材,教室內仍以扮演「別人的故事」居多。然而研究者分析文獻發現,近年來部分幼托機構已開始採用以學習者為主體的課程模式,教室內扮演「我們的故事」有逐年增加的發展趨勢。

關鍵詞:幼兒教育;課程模式;敘事文本

Abstract

The main purpose of this study is to examine the developmental trend for a curriculum model in the preschools in Taiwan from the perspective of understanding the curriculum in narrative text. The research analyzes the reference papers and documents presented in the annual conference of the Taiwan Association of Early Childhood Education Reform from 1997 to 2007. It was found that before 1980, most of the preschools adopted teaching materials already published by the Taiwan government or the private sector for classroom teaching instead of developing their own materials. In other words, children experienced “other people’s stories” more in the early childhood settings in Taiwan. From 1980–2000, the curriculum was still largely based on “other people’s stories” in the preschools, due to the public’s misconception about an arts-related and cognitively-oriented curriculum as well as developments in early foreign language learning and the adoption of ready-made teaching materials. However, it was found in narrative texts that recently, the trend has been increasingly switched to a more learner-centered orientation curriculum model, and preschool classrooms in Taiwan now tell “our stories” a lot more.