台灣幼教新課程實施之敘事探究──以「幼兒園教保活動課程大綱」為例

Exploring the Implementation of Taiwan's New Early Childhood Curriculum Through Narrative Inquiry: Taking the Early Childhood and Care Education Framework as an Example

1987年《幼稚園課程標準》頒布以降，2017年公告《幼兒園教保活動課程大綱》（幼教新課綱）。本研究以敘事研究為取徑，傾聽25位幼教師與新課綱的遭逢並理解其經驗與感受，再從課程學者與新課綱推廣人員視角，探索台灣幼教新課程實施地景。研究發現有：新課綱具有將台灣幼教課程史推進「下一個世代」的意義，其呈現出「核心素養、幼兒主體、專業詮釋／反思」的課程圖像，是一場「教師專業語言」再建構的旅程，實務現場出現文本理論與實務應用間張力的挑戰。研究總結為：新課綱實施是文本與政策的更迭，是欲邁向專業文化的解構與再建構，然唯有當教師成為能理解、詮釋並創造新課綱意義的「專業主體」時，這場「下一個世代」，方能真正落地、持續並開展。

Since the promulgation of 'the Curriculum Standards for Kindergarten' in 1987 and the announcement of 'the Early Childhood and Care Education Framework (the ECCEF)' in 2017, Taiwan's early childhood education has undergone a wave of curriculum changes. Adopting a narrative inquiry approach, this study listens to the stories of 25 preschool teachers as they encounter the new curriculum, seeking to understand their experiences and perceptions. It also incorporates perspectives from curriculum scholars and curriculum facilitators to explore the landscape of Taiwan's preschool curriculum implementation. The study reveals that the new curriculum marks a transition into 'the next generation' of Taiwan's early childhood curriculum history. It presents a curriculum image centered on 'core competencies, child agency, and professional interpretation and reflection.'The reform constitutes a journey of reconstructing teachers' professional language, while practical implementation highlights tensions between the theoretical nature of the curriculum text and its application in practice. Thus, the new curriculum signifies not only a policy shift but also a process of 'cultural reconstruction.' Ultimately, only when teachers become 'professional agents' capable of understanding, interpreting, and generating meaning from the new curriculum can this 'next moment' truly take root, continue to grow, and unfold in Taiwan's early childhood education landscape.