幼兒主導課程的實踐：行動者網絡理論視角

The Enactment of Child-led Curriculum: A View From Actor-Network Theory

以幼兒爲中心的主題課程蔚為風潮，但在幼教的教育現場並不容易落實。本文旨在借用行動者網絡理論（Actor-Network Theory, ANT）的社會物質（socio-material）描述來追蹤幼兒主導課程發生的具體過程。研究者在幼兒園大班教室進行為期4個月的民族誌田野調查，採用參與觀察、訪談法蒐集資料。研究結果發現，幼兒主導的課程得以實現，得益於興趣機制的有效性，即經驗圖表這一關鍵的物質行動者與教師、幼兒、同儕等人類行動者產生連結，進而促成幼兒主導的課程網絡。

Child-led thematic curriculum is gaining increasing recognition. However, it is not easy to enact in preschool. Informed by Actor-Network Theory (ANT), this study traces both human and non-human actors to discover how child-led curriculum could be carried out. Ethnographic data was collected from a four-month field work in one kindergarten classroom in northern Taiwan. By analyzing weekly observations and semi-structured interviews, the findings reveal that child-led curriculum is made possible by the network assemblage of both human and non-human actors such as the effective interessement mechanism, experience chart, teachers, children, and peers.