教師對幼兒參與學習區活動的自由探究、結構再製與主體性實踐之教學省思

Teachers' Teaching Reflections on Young Children's Free Exploration, Structural Reproduction, and Subjectivity Praxis in Learning Area Activities

學習區是幼兒透過系統且邏輯方式來參與規劃物理空間的學習情境，幼兒在此學習空間學習與發展適性適齡認知模式和社會互動技巧。本研究運用教育社會學取向的自由探究、結構再製與主體性實踐之分析架構，探討教師對幼兒參與學習區活動的課程教學活動設計、教學素養與相關實務作為，並省思此教學模式對幼兒學習主體性之影響。研究者設計觀察項目蒐集教師與幼兒對學習區活動的課程教學活動學習主體性和能動性之想法，並結合訪談深入探討其參與學習區活動所表現的自由探究與結構再製之學習主體性圖像和能動性彰顯之省思。研究結果指出教師具有批判優勢文化的承認和認同議題之看法，表現教師對學習區活動空間場域及對幼兒學習主體性的自由探究及結構再製之省思歷程，發掘教師與幼兒在此學習場域中對教育不平等和社會不公不義現象之主體性實踐運作事實。研究結果亦提醒教師應勇於面對自我的教育作法及所經歷的不平等和不公正，確保自我察覺和意識主流偏見是可以接受批判和挑戰之能動性。

A learning area is a systematic and logical way for young children to participate in the planning of learning situations in a given physical space, where they learn cognitive content and social interaction development skills. Using the sociology of education's frameworks of free inquiry, structural reproduction, and subjectivity practice, this study examines how teachers design and implement curricula and instructional activities for young children within learning area activities, and reflects on how these instructional models influence young children's subjectivity practices. It also designs observational items to gather insights from teachers and young children regarding subjectivity and initiative in learning within the curriculum and teaching activities of the learning area. The researchers utilized interviews to investigate teachers' and young children's subjective perceptions of learning. This involved examining free exploration and structural reproduction within learning area activities. The study combined observations and interviews with practical reflections on young children's learning experiences to delve into this matter. The research findings indicate that teachers' perspectives include recognizing and addressing dominant culture issues. It describes the teachers' reflections on the learning area activity and the process of exploring and structurally reproducing the young children's learning subjectivity. The study reflects on how teachers and young children engage in the operational realities of educational inequality and social injustice within this learning fields. The findings also reminded teachers to be courageous in confronting their own pedagogical practices and the inequalities and injustices they experience, ensuring that they were self-aware and conscious that biases can be critiqued and challenged.