馬來西亞幼兒園課綱標準導向與素養導向的課程典範比較視角

Kindergarten Curriculum Guidelines in Malaysia: A Comparative Perspective of Standards-Based and Competency-Based Curriculum Paradigms

隨著印太地緣政治演變與新南向政策之深化，馬來西亞與臺灣在教育領域之連結日益緊密。本文旨在透過相關文獻與政府法規的分析，探討馬來西亞教育部頒布之「國家學前教育標準課程」（KSPK）內涵，再以課程典範的視角，從課程結構、學習領域設定、認知發展與社會情緒學習等面向，與臺灣現行《幼兒園教保活動課程大綱》進行比較分析。結果發現：馬國KSPK採「標準導向」模式，透過六大支柱（Tunjang）明確規範幼兒在入小學前應具備之具體表現標準，展現較高的政策一致性；臺灣課綱則採素養導向，強調生活經驗連結與兒童發展的適宜性。在教學實踐上，馬國KSPK明確納入「高層次思考」與提早讀寫規範，並在社會情緒學習上應用上，強調「領導能力」與競爭力之培養；臺灣則堅持「讀寫萌發」原則，側重幼兒內在情緒調節與「合群關懷」之涵養。由於馬國華人占比多、與臺灣的互動交流頻繁，本文亦觸及馬國華人私立幼兒園在國家標準與族群文化間的課程調適。本文期能透過上述比較，為臺灣學前教育政策規劃與學術研究提供參照。

With the evolution of Indo-Pacific geopolitics and the deepening of the New Southbound Policy, the educational ties between Malaysia and Taiwan have grown increasingly close. This paper aims to explore the content of Malaysia’s National Preschool Standard Curriculum (KSPK) through an analysis of relevant literature and government documents. Using ''curriculum paradigm'' as the primary axis, a comparative analysis is conducted between the KSPK and Taiwan’s current“Curriculum Guidelines for Preschool Activities”across the dimensions of curriculum structure, learning area settings, cognitive development, and social-emotional learning. The findings indicate that Malaysia’s KSPK adopts a ''standards-based'' model, utilizing the Six learning areas (Tunjang) to explicitly define specific performance standards for children prior to primary school entry, demonstrating high policy consistency. In contrast, Taiwan’s curriculum guidelines is ''competency-based,'' emphasizing the connection to life experiences and developmental appropriateness. In terms of pedagogical practice, the KSPK explicitly incorporates Higher-Order Thinking Skills (HOTS) and early literacy/numeracy mandates, while its SEL application emphasizes the cultivation of leadership and competitiveness. Conversely, Taiwan adheres to the principle of emergent literacy, focusing on internal emotional regulation and the fostering of ''social harmony and care.'' Given the significant Malaysian Chinese population in Malaysia and the frequent interaction with Taiwan, this paper also touches upon the curriculum adaptation of Malaysian Chinese private kindergartens between national standards and ethnic culture. This study seeks to provide a reference for policy planning and academic research in Taiwan’s early preschool education sector.