「重構論述秩序」作為幼兒園教學輔導的關鍵機制

“Reconstruct order of discourse” as a key mechanism for teaching consultation in early childhood programs

本文嘗試藉由文獻探討與M. Foucault的論述操演觀點，剖析現今幼兒園教學輔導境 況與可能的出路。首先將個人教學輔導經驗置諸歷史文化與社會脈絡加以解構，反思在 家長傳輸式傳統教育觀、國際化，市場經濟理性與國家政策法令等論述交織運行下，所 具體展露在幼教現場的種種異化現象。而此異化現象又是如何稀釋了教學輔導者的權 能。進而以批判教育學希望性的語言，試從「尋找國家介入的合理基點」與「檢視幼兒 園教師培育課程架構與施行方式」兩個方向思考未來進行幼兒園教學輔導的可能出路。

By reviewing literature and inquiring Foucault’s view of order of discourse， this paper intends to analyze the present condition of teaching consultation in early childhood programs and to seek an alternative. First， the author will deconstruct her own experience as an early childhood program consultant from the historical and socio-cultural context--mainly the traditional transmission view toward teaching and learning， globalization， market economy and national policy， then reflect and analyze the alienation prevailing in early childhood education and how the alienation dilutes the power of consultants. Finally， employing the language of hope in the tradition of critical pedagogy， the author argues “a reasonable starting point for state intervention” and “reconstructing the framework of teacher education and its implementation” as alternatives for teaching consultation in early childhood programs.