成長路上話成長：幼稚園學習歷程檔案建構之行動與省思

The Story of Growing Up：Reflections on the Implementation of Portfolio Assessment in Early Childhood Education

本研究採取「行動研究」的策略，在第一作者所任教的幼稚園班級中進行「學習歷程檔案」(portfolio assessment)與課程教學的結合，探討實施學習歷程檔案的過程，作為一種評量方式的可行性。研究目的在探討：1.學習歷程檔案的意義與理論背景；2.學習歷程檔案如何記載並呈現幼兒成長的軌跡；3.學習歷程檔案在教師改進課程與教學歷程中的角色；4.作者在幼教場域實施過程中所遭遇到包括優劣得失與同事關係的種種狀況；5.是作者在教學現場與在教師改進課程與教學歷程中的角色；6.行動與研究的相互關係。經過一年又三個月的實施、觀察、紀錄、反省、檢討與修正，作者發現學習歷程檔案確可藉由老師引導或幼兒自主收集多方面資料，作為幼兒學習生活上成長片段的證據。然而，其限制為無法即時周全地搜羅幼兒學習成果，以致無法清楚反映幼兒學習成長的連續性軌跡，且無法有效成為教師改進課程教學的依據。然而作者從學生與家長的反映中體認到學習歷程檔案的「紀念」價值遠勝於「作為一種評量的方式」。本研究從此次行動方案中重新思索如何讓檔案之設立成為親師生檢視得失、欣賞自我與珍藏成長的媒介。作者亦自本研究中感受到兩種層次的成長歷程：一層是學習檔案本身就是幼兒成長片段的典藏，亦描述與激勵著幼兒的成長腳步；另一層則是幫助幼兒建立學習檔案的過程本身，更是一股推研究者兼教學者在研究知能與教學專業上的成長動力。於是，在文體的表現上，本研究以敘說式的詮釋取向，來呈現這一段包括檔案內容、幼兒學習、教師專業、研究知能等相互牽引成長的故事。

This action research is conducted by the first author as a kindergarten teacher. Its purpose is to explore and reflect upon the process of implementing “portfolio assessment.” “Growing up” is the core concept in this article, and it is presented by the narrative approach. The whole process involves: observations on the learning of children, examination on the contents of their portfolios, teachers’ professional knowledge, and our knowledge on action research. Observations, interviews, video recordings, examinations and rectifications on actions all help the researchers come to the following findings: 1. Children’s portfolios do not provide sufficient information for teachers to improve their curriculum design and pedagogy nor do they help to establish a better look at children’s development. 2. Portfolio proves more of a “souvenir” than an adequate “method of assessment.” 3. Communications among colleagues should take priority over research. Through the 15 months process, the authors have noticed several layers of growth: children’s improved ability to appreciate their personal portfolios, the researchers’ development in teaching as well as their advancement in conducting action research.