我們說、你們聽－一個已經消失的全語言托兒所之主題教 學協同行動研究
我們說、你們聽－一個已經消失的全語言托兒所
之主題教學協同行動研究
胡美智
慈濟大學兒童發展與家庭教育學系講師
慈濟技術學院幼兒保育系兼任講師
花蓮教育大學多元化教育研究所博士班研究生
鄭琇旻、陳美玲、陳兆涵、曾文屏、楊筱珮、劉雨凡、黃素琴
前慈濟技術學院附設實驗托兒所保育員
摘 要
這是一篇敘述一個已經消失的托兒所中所有的教學夥伴以全語言的理念進行主題教學前後三年的行動研究歷程。故事中的所長（我）與保育員從開始思考教學實務上問題，最後能共同以協同行動研究方法，進行以「全語言」教育理念實現「主題教學」。在此研究歷程中，實驗托兒所面對外部（托兒所停止招生的事實、國家幼教政策的不確定）與內部（保育員人事異動、教學模式的不確定性）等因素，所長和保育員所組成的教學團隊藉著整個協同研究歷程不斷透過計劃、行動、觀察與自我省思，擬出具體的行動策略及解決方案。經過「第一循環協同行動研究」（2002/08-2003/07），之後又再進行「第二循環行動研究」（2003/08-2004/07），最後所產生實驗托兒所共同的「協同行動省思」，幫助整個協同研究的團隊學習思考與釐清：
一、為什麼實驗托兒所要以「全語言」的教育理念進行「主題教學」？
二、協同研究省思的歷程中，我的角色與主體性在哪裡？
三、協同行動省思的歷程中，保育員們的角色與主體性在哪裡？
關鍵字：協同行動研究、托兒所、保育員、全語言、主題教學
We narrate , You listen－
A collaborative action research of thematic teaching in a disappeared whole language nursery school
Hu, Mei-chih
Instructor, Department of Child Development and Family Studies
Tzu Chi University
Instructor,Department of Early Childhood Care and Education
Doctoral student, Graduate Institute of Muliicultural Education
National Hualien University of Education
Chen, Hsiu-min、Chen, Mei-lin、Chen, Chao-han、Tseng, Wen-ping
Yang, Hsiao-pei、Lui, Yu-fan、Huang, Su-chin
Care givers, Affiliated Nursery School of Tzu Chi College of Technology
Abstract
This is a narrative story which describes a collaborative action research conducted by a disappeared nursery school. During the process of the collaborative action research, the director（me）and seven care givers （the team of the action research）have carried out the practice of thematic teaching with whole language approach. In the meaning time, the nursery school has faced the challenges of the school ending and the uncertainty of early childhood education policy. The nursery school also has to confront the variation of care givers and the uncertainty of the curriculum model. The team of teaching finally made up the concrete procedures of collaborative action research by planning, acting, observing, and self reflection. After the first（2002/08-2003/07） and the second（20003/08-2004/07） cycles of action research, the nursery school has completed the whole teaching team’s collaborative reflection. Even though the nursery school has to accept the fate being disappeared at last, the process of action and reflection has helped the teaching team learns to think and clarify:
1.why did the nursery school apply the curriculum model of thematic teaching with whole language approach？
2.During the process collaborative action research, what is my character and subjectivity？
3.During the process collaborative action research, what is care giver’s character and subjectivity？
Even though the nursery school has disappeared now, this school will never vanish. All the events were fresh in everyone’s （include the team of the action research, the children, and the parents）memory . Because
1.With all the teaching records that relate to this action research （include teaching dairy, weekly news in brief , children’s portfolio, discussion of teaching meeting, visiting of other schools, and gathering of relate documents）, the team of the collaborative action research finally has decided that the teaching policy was to carry out the thematic teaching with the whole language approach.
2.With the reflections, dialogues, and analyses among me, the seven care givers, the parents, and the other early childhood educators, the team of the collaborative action research finally found out that the teachers were just like the researchers and the team has carried out the education theory into practices during the action research cycles by conducing the whole approach with thematic teaching.
3.With narrating this story, the team of collaborative action research wants to provide the other early childhood educators the experiences of encouraging children’s independent learning and respecting children’s individual diversity by applying the approach of the whole language with thematic teaching. At the same time, the parents have understood the main ideas of early childhood education in the nursery school. And then, the parents and the nursery have collaborated on activities of the thematic teaching with the whole language approach.
Keywords：collaborative action research、nursery school、care givers、whole language、thematic teaching
之主題教學協同行動研究
胡美智
慈濟大學兒童發展與家庭教育學系講師
慈濟技術學院幼兒保育系兼任講師
花蓮教育大學多元化教育研究所博士班研究生
鄭琇旻、陳美玲、陳兆涵、曾文屏、楊筱珮、劉雨凡、黃素琴
前慈濟技術學院附設實驗托兒所保育員
摘 要
這是一篇敘述一個已經消失的托兒所中所有的教學夥伴以全語言的理念進行主題教學前後三年的行動研究歷程。故事中的所長（我）與保育員從開始思考教學實務上問題，最後能共同以協同行動研究方法，進行以「全語言」教育理念實現「主題教學」。在此研究歷程中，實驗托兒所面對外部（托兒所停止招生的事實、國家幼教政策的不確定）與內部（保育員人事異動、教學模式的不確定性）等因素，所長和保育員所組成的教學團隊藉著整個協同研究歷程不斷透過計劃、行動、觀察與自我省思，擬出具體的行動策略及解決方案。經過「第一循環協同行動研究」（2002/08-2003/07），之後又再進行「第二循環行動研究」（2003/08-2004/07），最後所產生實驗托兒所共同的「協同行動省思」，幫助整個協同研究的團隊學習思考與釐清：
一、為什麼實驗托兒所要以「全語言」的教育理念進行「主題教學」？
二、協同研究省思的歷程中，我的角色與主體性在哪裡？
三、協同行動省思的歷程中，保育員們的角色與主體性在哪裡？
關鍵字：協同行動研究、托兒所、保育員、全語言、主題教學
We narrate , You listen－
A collaborative action research of thematic teaching in a disappeared whole language nursery school
Hu, Mei-chih
Instructor, Department of Child Development and Family Studies
Tzu Chi University
Instructor,Department of Early Childhood Care and Education
Doctoral student, Graduate Institute of Muliicultural Education
National Hualien University of Education
Chen, Hsiu-min、Chen, Mei-lin、Chen, Chao-han、Tseng, Wen-ping
Yang, Hsiao-pei、Lui, Yu-fan、Huang, Su-chin
Care givers, Affiliated Nursery School of Tzu Chi College of Technology
Abstract
This is a narrative story which describes a collaborative action research conducted by a disappeared nursery school. During the process of the collaborative action research, the director（me）and seven care givers （the team of the action research）have carried out the practice of thematic teaching with whole language approach. In the meaning time, the nursery school has faced the challenges of the school ending and the uncertainty of early childhood education policy. The nursery school also has to confront the variation of care givers and the uncertainty of the curriculum model. The team of teaching finally made up the concrete procedures of collaborative action research by planning, acting, observing, and self reflection. After the first（2002/08-2003/07） and the second（20003/08-2004/07） cycles of action research, the nursery school has completed the whole teaching team’s collaborative reflection. Even though the nursery school has to accept the fate being disappeared at last, the process of action and reflection has helped the teaching team learns to think and clarify:
1.why did the nursery school apply the curriculum model of thematic teaching with whole language approach？
2.During the process collaborative action research, what is my character and subjectivity？
3.During the process collaborative action research, what is care giver’s character and subjectivity？
Even though the nursery school has disappeared now, this school will never vanish. All the events were fresh in everyone’s （include the team of the action research, the children, and the parents）memory . Because
1.With all the teaching records that relate to this action research （include teaching dairy, weekly news in brief , children’s portfolio, discussion of teaching meeting, visiting of other schools, and gathering of relate documents）, the team of the collaborative action research finally has decided that the teaching policy was to carry out the thematic teaching with the whole language approach.
2.With the reflections, dialogues, and analyses among me, the seven care givers, the parents, and the other early childhood educators, the team of the collaborative action research finally found out that the teachers were just like the researchers and the team has carried out the education theory into practices during the action research cycles by conducing the whole approach with thematic teaching.
3.With narrating this story, the team of collaborative action research wants to provide the other early childhood educators the experiences of encouraging children’s independent learning and respecting children’s individual diversity by applying the approach of the whole language with thematic teaching. At the same time, the parents have understood the main ideas of early childhood education in the nursery school. And then, the parents and the nursery have collaborated on activities of the thematic teaching with the whole language approach.
Keywords：collaborative action research、nursery school、care givers、whole language、thematic teaching
