「海洋世界」主題教學之行動省思－以一個「全語言」幼兒園大班為例
胡美智 慈濟技術學院幼兒保育系
楊筱珮 慈濟技術學院
劉雨凡 慈濟技術學院
摘 要
本研究為研究者與技術學院附設實驗托兒所二位新任保育員形成協同研究團隊，研究以「全語言」教育理念的影響下，針對大班所進行「海洋世界」主題教學活動的學習歷程之行動研究。研究資料主要來自於蒐集九十一學年度大班的學習記錄，包括主題教學進行中幼兒作品、期末幼兒成長檔案、保育員每天完成的教學日誌（包含教學省思）、每週與家長溝通的寶寶通訊等。研究小組成員包括研究者與二位保育員，在進行教學活動的同時，從觀察幼兒在「全語言」主題教學的學習歷程中，所萌發出來的語文相關能力的展現，進而進行研究團隊的行動省思。在此行動研究的歷程中，不斷計畫、行動、觀察、和自我反省。最後，統整出實驗托兒所以「全語言」教育理念進行「主題教學」活動的有效策略。本研究將蒐集到的資料，使用三角交叉法與檢核資料分析方式，得到以下的結論。 一、 以全語言教育理念進行教學對於幼兒的意義 （一） 聽與說－全語言幼兒園保育員會提供幼兒充分的時間探索與討論主題。 （二） 讀與寫－全語言幼兒園保育員會重視幼兒對於環境文字的知覺、閱讀活動並製造機會讓幼兒為不同的對象、目的或主題書寫。 （三） 家長參與幼兒的學習，有助於家長釐清幼兒的讀寫能力萌發的過程，幫助家長更了解幼兒在園所的學習歷程。 二、 以「全語言」教育理念進行「主題教學」對於研究團隊的意義 （一） 確定教育理念後，新任保育員可以在班級經營採取積極的行動策略。 （二） 保育員在全所教學團隊的協助下，獲得助力，並不斷在每一次的行動策略中做教學省思，進而擴充自己的教學知能，進而成為一位行動研究者。 （三） 「全語言」「主題教學」所提供給幼兒與教師的彈性空間，提醒研究團隊在幼兒的學習歷程中，成人是引導者、支持者。
關鍵字：協同行動研究、保育員、全語言、主題教學
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The Reflection on “ Sea Word ” Thematic Teaching-A Case Study of a 5-6 years old Class in the Whole Language Nursery school
Hu, Mei-Chih Department of Early Childhood care and Education Tzu-chi College of Technology
Yang Hsiao-Dei Tzu-chi College of Technology
Liu Yu-Fan Tzu-chi College of Technology
ABSTRACT
This is a collaborative action research in a nursery school that the researcher conducted with two caregivers. The main purpose of this study is to describe the reseatcher and two care givers’ reflection on the thematic teaching in a 5-6 years old classroom with the Whole Language Approach. Interviews, observations, and related documents and files were used as techniques for 15 months’ data collection. By providing an environment with abundant visual words, pictures books, providing listening and speaking interactions, increasing various writing activities, 5-6 year old preschool children began to learn to listen, read, speak, and write in a natural way. Conclusions are drawn as below: 1. With the implementation of whole language approach in a 5-6years old nursery classroom (1)Listening and speaking－ provide young children more time and opportunities to explore and discuss children’s interests in thematic teaching process. (2)Reading and wiring－encourage young children to perceive the print in the learning environment and learn to write for different objects and purposes. (3)Parent involvement helped young children’s parents to understand the learning process of thematic teaching with the whole language approach. It increased merit interaction between parents, care givers, and young children. 2.The meaning of the implementation of whole language approach to the action researchers. (1)By setting up the same teaching goal, the two caregivers may improve the skills in the classroom management. (2)With the help of the teamwork in the nursery school, the action researchers may make reflections during the teaching process and then try to empower and extend their ability of teaching. (3)During the learning process of thematic teaching, the action researchers are helpers, facilitators in a whole language classroom.
Key words: nursery school, thematic teaching, whole language, collaborative action research, caregiver