幼兒美感課程教學實踐之協同行動研究

Collaborative Action Research on Pedagogical Practices in Early Childhood Aesthetic Curriculum

本研究採協同行動研究法，探討職前教保員於幼兒美感課程之教學實踐。研究者帶領三位職前教保員以視覺藝術、音樂、戲劇媒介設計幼兒美感課程，於幼兒園混齡班進行教學。資料蒐集包括：課室觀察、學習單、教學省思日誌、教學回饋單等。研究結果發現：一、幼兒美感課程的教學實踐主要為：配合主題課程營造美感環境並鼓勵幼兒探索，提供多元藝術媒材並引導幼兒表現與創作，以及透過美感提問、鼓勵幼兒回應與賞析。二、職前教保員的美感教學困境主要在回應與賞析的引導技巧上，透過研究團隊的討論與建議，她們也逐步獲得改善。三、職前教保員在美感教學有其專業成長，尤其是美感課程設計與美感教學能力的提升。研究者針對幼兒美感課程與教學、教保師資培育課程及未來研究提出建議，期盼本研究對幼兒教保相關工作者有所幫助。

Using collaborative action research， this study investigated the pedagogical practices in early childhood aesthetic curriculum of pre-service childcare workers. The author worked with three pre-service childcare workers as they applied visual arts， music， and drama into aesthetic curriculum in a mixed-age preschool class. Data was collected through such methods as classroom observation， worksheets， teachers’ reflection notes， teacher feedback， etc. Findings are shown as follows. (1) The aesthetic pedagogical practices employed included providing an aesthetic environment in accordance with the thematic curriculum and encouraging children to explore it， supplying a variety of arts materials as children were guided to perform and create art， and raising aesthetic questions and encouraging children to respond to and appreciate arts. (2) The pre-service childcare workers had to solve issues related to guiding children to respond and appreciate. They improved the situation using discussions with and suggestions by the research team. (3) The pre-service childcare workers’ aesthetic teaching skills developed professionally. This was especially true in terms of aesthetic curriculum design and teaching practice. Recommendations for aesthetic curricula and instruction for children， teacher education programs in early childhood education and care， and future research are discussed. It is expected that this research will be helpful to personnel in early childhood education and care.