一群「實習幼兒」的短期就學經驗：另類教育實習方式和方法省思

To Enter Children's World: An Ethnographical Inquiry into Children's Lives in Kindergartens

本文乃是「以師資培育者的角色說學生另類實習的故事」為敘說架構，報導一群師院學生以幼兒身份到幼稚園實習的歷程，和學生對此經驗的詮釋，藉以探討角色置換實習對「學習成為老師者」專業發展的可能成效。本研究乃是由1位師院老師指導34位幼教系大四學生，進入台灣東部地區10所幼稚園（34個班級教室）進行民族誌取向的質性研究，並透過合作行動研究的歷程，師生共同探究幼兒文化，並學習從幼兒角度瞭解幼稚園生活的意義。其中學生以參與式觀察體驗幼兒在幼稚園的生活；師資培育者則透過觀察與討論，與扮演者共同詮釋、理解和重建現場事件之意義。研究的引導問題為：幼兒在幼稚園中做些什麼事？幼兒在幼稚園中的地位和處境如何？幼兒是如何看待這個世界的？資料收集以田野札記為主。本文呈現這群準幼教師資在角色置換實習歷程中，從最初的慌亂焦慮至怡然自得的心路變化，顯現出學生並未從先前學科知識和試教實習獲得足夠的幼兒文化知識；而以幼兒身份進入孩童世界的親身體驗，對於準教師的幼兒知識和幼兒文化學習有重要意義。本文最後提出一些「應用民族誌引導學生成為教學現場研究者」方法學上的問題省思。

The purpose of this project is to extend pre-service teachers' understandings of the reality of children's lives in kindergarten. Questions guided the inquiry are as follows: What do children do in the world? What are children's beings in the world? How do children see the world? The fieldwork took place at 34 classrooms in 10 kindergartens in a suburban city in Taiwan. Data were collected from October 1999 to November 1999, in total 510 hours of fieldwork. Thirty-four senior students from an early childhood teacher education program were trained as participant observers. Instead of entering the class as an adult, students were asked to act like “a child”. Participant-observations and ethnographical interviews with children were conducted during the course of inquiry. Field notes, reflective journals, and analytical final papers as data sources were analyzed for themes. Several significant themes emerged from the data. First, children's perspectives of the world were explored. Second, the social and affective aspects of school lives were discussed. Third, the children were aware of the hardship moments when teachers practiced their control over children's body and mind. Fourth, the action research project for pre-service teachers to play the role of the child had its pedagogical meanings. Finally, some ethnical and methodological concerns of conducting the kind of research with young children and suggestions for further studies were given.