深化二技幼兒行為觀察課程之教學實踐

Practices of Deep Learning in Two-year College’s Early Childhood Behavior Observing Course

本研究旨在探討二技幼保系學生深化學習幼兒行為觀察課程的歷程。研究以北部某科大105至108學年度二技幼保系學生為對象，有鑑於學生對作業安排的意見，「質性觀察記錄」單元「會記錄」、「會解釋」及「會應用」三個小目標，於107學年度調整第三個小目標的學習內容。此單元結合「行動學習」與「刻意練習」理論，規劃真實情境練習、目標練習法、同儕合作學習及省思等教學策略。綜合學生對本課程的教學評量進行量化分析，每個小目標之後的個別省思進行質性分析，以瞭解學生學習成效。結果發現，學生對於整體課程教學及作業安排的評值，107至108學年度平均皆比105至106學年度的平均為高；對於質性觀察記錄的學習及體會，包括：看見一系列行動學習的價值、刻意練習轉化心智、看見自己的進步及仍有挑戰等。最後，針對本課程的實踐歷程進行省思與建議。

The study aims to investigate the process of deepening learning in the early childhood behavior observing course. The study included students from two-year colleges of the childcare and education department at a private science and technology university. In view of students’feedback on assignments, the unit“Qualitative Observation Record”includes three sub-objectives“record,”“explanation,”and“application.”The learning content of the third sub-objective was revised during the 2018 academic year. The theories of“action learning”and“deliberate practice”are combined in this unit. The teaching strategies used real-life exercises, goal-based exercises, collaborative peer learning, and reflection. To better understand the effectiveness of student learning, students’quantitative analyses of this course’s teaching assessment of this course were conducted, and individual reflections after each sub-goal were qualitatively analyzed. According to the findings, students’evaluations of overall curriculum teaching and homework arrangement was higher on average in both the academic years 2018-2019 than in 2016-2017. Qualitative observation record gains and experience include: recognizing the value of a series of action learning, intentionally practicing to transform the mind, and recognizing one’s own progress while still facing challenges. Finally, reflections and suggestions on the practical process of this course are made.