光譜取向課程的在地轉化發展：教保共學社群尋找生命意義之敘說探究

Local Transformation of ''Project Spectrum Approach'': A Narrative Inquiry on Searching for the Meaning in Life among Co-learning Communities of Early Childhood Educators

本研究旨在敘說私立幼兒園五個案形成「教保共學社群」，以經驗社群和新手社群混齡學習、交互鷹架，推動光譜取向課程在地轉化的經驗故事。以「領導者共學社群」為主軸，採實踐者觀點的敘說取向，目的在探討私立幼兒園領導者面對少子化社會、家長生態改變、市場化經營競爭，教保政策變革等困境，其堅持領導本課程在地轉化的意念之形成，持續實踐的動力來源；描述共學社群領導者催化五個案社群成員認同實踐的策略；說明個案社群的表現，解析其獲得的新理解。敘說之文本資料包含：領導者共學社群合作對話、生命史敘說和書寫、訪談、省思回饋紀錄，網路群組對話、個別line等。分析結果顯示下列意涵：1.社群領導者實踐本課程意念的形成，深受其生命早期如何被師長看待，其優勢特長是否受到肯定和發展機會等經驗所影響；2.具共同實務的教保社群，經由情緒關照、實踐知識共享、交互驗證實踐成果等共學課程活動，產生良性的競合作用，有助於個案社群發展為「合作的領導團隊」；3.教保服務人員經由長期持續「做中學」的課程實踐，改變了看待孩子的方式，因而能重新看待自己、家長和教學夥伴，共構了彼此的改變，促動本課程的在地轉化發展。

This study explored the experiences of curriculum transformation development among five private kindergartens in a“co-learning community”via narrative inquiry. Data of the narrative inquiry were collected from members of the co-learning community including leaders cooperative dialogue, life history narrative and writing, interviews, group and individual dialogues on the internet in the cooperative processes of curriculum development. Through narrative inquiry, this study got the following results. Firstly, the intention of curriculum transformation by the kindergarten leaders deeply influenced by their early experiences, acceptance and encouragement by their teachers. Secondary, the co-learning activities among kindergartens enhanced sharing of practical knowledge in curriculum development and implementation, mutual appreciation the results of curriculum development, looking after members’affective concerns, and help the community to develop into a“cooperative leadership team.”Thirdly, through long-term practice, the early childhood educators reflected on their own children, their views of curricular activities and promote the local transformation of“Project Spectrum Approach”.