兩位新手幼兒教師學習區規劃之實踐

Practice of Plan of Learning Areas for Two Novice Preschool Teachers

本研究目的在探討兩位新手幼兒教師學習區規劃現況、問題及影響因素。採質性研究，多元方式蒐集資料及主題分析法著手分析。研究結果：一、學習區規劃現況：教室空間劃分三至四個學習區，規定不相等參與人數，展示幼兒作品，低矮教具櫃營造半開放性空間，學習區分類清楚並標示明確，教師肯定遊戲價值並善用資源，教師扮演教導者與秩序管理者及學習區活動與其他課程無關聯。二、教師面臨問題有教具收拾不易、幼兒衝突行為、自覺專業知識不足、學校未提供在職教育、人力不足無法觀察及家長無法認同學習區教學。三、影響學習區規畫個人因素有教師信念、兒童圖像、教學反思及教師研習，環境因素有學習者知識、同事協助、主管態度、家長支持及教室空間。

The main purpose of this study is to understand the current situation and problems of preschool teachers' plan in the learning area， and to analyze the factors which affected the plan of learning areas for two novice preschool teachers. The study used a qualitative study， data collection is conducted by interviews， participation observations and teaching documents， and the subject analysis method is used for data analysis. The results of the study are as follows: (1) the current situation of novice preschool teachers in the learning area includes: (i) three to four learning areas are split according to classroom space， (ii) the different number of participants is designed in the learning area， (iii) the display space for children's works is provided， (iv) the semi-openness is adopted for the learning area， (v) the classification is clear and clearly defined for the learning areas by using of low teaching cabinet， (vi) teachers affirm game value for preschool development and make good use of other resources， (vii) teachers act as instructor and order managers， and (viii) learning area activities are not related to other courses. (2) the problems of novice preschool teachers in the learning area have: (i) the teaching aids are not easy to clean up， (ii) conflict behavior of children， (iii) the lack of professional knowledge， (iv) the school does not provide in-service education of teachers， (v) manpower is not enough to observe， and (vi) the parents cannot agree with the teaching of learning area. (3) the factors affecting the plan of learning area for novice preschool teachers include: (i) teacher beliefs， image’s view of childhood， teaching reflection， and in-service training in personal part. (ii) knowledge of learner， colleague assistance， supervisor attitude， parent support， and classroom space in environmental part.