畫中有話：以圖畫為溝通媒介的幼兒「園家合作」課程實踐

Drawing as Narrative : A case study on -the collaboration of children’s family and kindergarten by the mediation of children’s drawing .

本文緣於幼兒園實施品格教育歷程發現，幼兒在園習得之良好行為習慣難以正向遷移至家庭生活中，導致親師生溝通困擾，因而規劃「園家合作」課程活動方案，透過教保活動與園家生活緊密連結為有機體課程策略，協助幼兒發展自主管理與溝通表達能力，促發其良好行為正向遷移。採詮釋取向之個案研究，資料蒐集包含：幼兒圖畫日記、教師省思、家長回饋、訪談等，並以圖畫日記中的師、生、親溝通互動紀錄進行多元檢證。結果：以圖畫日記為媒介的「園家合作」課程實踐，有助於提升幼兒自主管理和表達能力，增進師生、親子溝通順暢度，促發幼兒良好行為轉換、遷移於家庭生活之中，本文並針對園家合作課程實踐之相關問題進行分析。

This study aimed at designing and enacting a family-kindergarten collaborative project to enhance interactions among children， their parents， and teachers in the kindergarten for keeping children’s good behaviors. Aiming at enhancing the children’s connection of family and kindergarten， improving children’s narrative and autonomy abilities ， this study employed children’s drawing diary as mediation. It improved the children’s narrative skills to promote teachers and the parents to communicate well，to keep consistency of their good behaviors in the family and kindergarten . The research data were collected in three years including children’s drawing diaries， the interaction journals of teachers and children， the logs of participant observations， the reflections of the teachers， parents; the transcripts of teachers， parents and children interviews. The main findings of this study are as follow: 1. By the mediation of children’s drawings， children’s motivation and self-consciousness to keep consistency of their good behaviors in the family and kindergarten were changed. 2. Children’s skills of communication between teachers and parents became better. 3.The strategy of communication between of sharing experiences by drawings not only improve the quality of communication between children’s family and kindergarten bot also promote children’s transfer of learning experiences in the kindergarten and their family.