幼兒園教保活動課程大綱的實踐──一位輔導訪視人員的觀察

Implementation of Early Childhood Education & Care Curriculum Framework of Preschool Educators in Taiwan: From the Perspective of a Researcher Developed During On-site Visits

教育部國教署於102~105 學年度啟動課程大綱輔導與推廣計畫，由總 計畫與六個分區，協助幼兒園及輔導人員進行課程大綱輔導及實踐的 工作。課程大綱輔導訪視為總計畫及分區的工作項目之一，目的在了 解幼兒園實踐課程大綱的困境，支持與鼓勵幼兒園與輔導人員，並提 供第三方的輔導建議。訪視工作主要關注教保服務人員在課程大綱的 理解與落實，即幼兒園整體課程與教學情形，包含各類課程規劃、活 動設計，以及教學的進行，這總總的規劃與執行皆反映教保服務人員 的幼教理念及其課程與教學的可能思考。本研究透過102~104 學年度 的課程大綱輔導，整理輔導訪視時所觀察到的現象，包含幼兒園例行 性活動、學習區規劃和實施、主題課程的進行方式、活動及課程規劃 的現象，以及對課程大綱的理解等方面。最後，探究這些現象所反映 的意義，提出幼教理念1.0 到2.0 的演化，並提出相關的建議。

On-site guidance of preschool educators is one of the major projects sponsored by the Ministry of Education in Taiwan. After the enactment of the Early Childhood Education & Care Curriculum Framework (ECECCF) in 2012， on-site guidance of curriculum implementation has also been incorporated into the projects. In addition to guidance for preschool educators， on-site visits were also employed. During on-site visits， data were collected to determine difficulties encountered by preschool educators when implementing ECECCF. The data collected during on-site visit was analyzed. Data related to curriculum and instruction in early childhood education setting included classroom management， designing daily routine activities， integrating curriculum design， setting up a learning environment， and teacher-child interaction， most of which reflects ideas of preschool educators concerning curriculum. Preschool educators need to select materials suited to children and to design the curriculum themselves. Understanding the curriculum is also important. The paper suggested that the concept related to curriculum should evolve from ECEC 1.0 to ECEC 2.0.