以作者名、篇名、關鍵字或DOI查詢

《教育科學研究期刊》「多元視角詮釋J. Bruner跨科際的教育科學研究之傳承」專題徵稿(截稿日至2025/06/30)      《教育科學研究期刊》「體驗與冒險教育」專題徵稿(截稿日至112/12/31)      賀《教育科學研究期刊》榮獲2019-2021年科技部臺灣人文及社會科學期刊評比收錄於第一級核心期刊!     

期刊目錄列表 - 49卷第2期(2004.10) - 【教育類】49(2)
回上一頁

當孩子與老師運作的課程相遇－幼兒經驗課程的個案研究 作者:廖鳳瑞(國立臺灣師範大學人類發展與家庭學系)、李昭瑩(國立臺灣師範大學人類發展與家庭學系)

卷期：49卷第2期
日期：2004年10月
頁碼：89-112
DOI：10.3966/2073753X2004104902005

摘要：
本研究以個案研究的方式探索二位五歲幼兒對於教師運作課程的知覺與感受。本研究主要的發現有：(1) 老師運作的課程屬輻射性的主題課程，並強調如何正確做，焦點幼兒在這樣的課程脈絡下，學到了如何正確執行工作，但並不理解為何要如此做，也未習得教師所期望的課程目標概念。(2)焦點幼兒都喜歡老師，他們對於運作課程活動的好惡，受到個人特質、興趣、家庭經驗以及活動性質的影響。(3)除了上述相同之外，兩位焦點幼兒對於老師運作的課程有著不同的陳述格式與內容，理解的程度也略有不同。根據本研究的發現，我們提出一些對於幼兒教育課程評鑑與課程改革的省思及研究方法上的建議。

關鍵詞：幼兒教育、經驗課程、運作課程、課程決定、敘事理論

《詳全文》

中文APA引文格式廖鳳瑞、李昭瑩(2004)。當孩子與老師運作的課程相遇－幼兒經驗課程的個案研究。師大學報：教育類，49(2)，89-112。doi:10.3966/2073753X2004104902005
APA FormatLiaw, F.-R., & Lee, C.-Y. (2004). When Children Encounter Teacher's Manifest Curriculum: A Case Study of Young Children's Experiential Curriculum. Journal of National Taiwan Normal University: Education, 49(2), 89-112. doi:10.3966/2073753X2004104902005

Journal directory listing - Volume 49 Number 2 (2004/October) - Education【49(2)】
Top

When Children Encounter Teacher's Manifest Curriculum: A Case Study of Young Children's Experiential Curriculum Author: Fong-ruey Liaw(Department of Human Development & Family Studies, National Taiwan Normal University),Chao-ying Lee(Department of Human Development & Family Studies ,National Taiwan Normal University)

Vol.&No.：Vol. 49, No. 2
Date：October 2004
Pages：89-112
DOI：10.3966/2073753X2004104902005

Abstract：

This study explored two 5-year-old girls' experience of their teacher's formal curriculum. In-class videotaping, after-class interviews of two children, and the teacher's curriculum documents were collected. There were three major findings. First, in the context of a radiated thematic curriculum with the emphasis on how to complete teacher's pre-planned tasks, the subjects could accurately recall the task procedures but did not understand the teacher's rationale or the concepts underlying the tasks. Second, the subjects' activity preferences were influenced by each child's temperament and interests, the degree to which each activity was perceived as fun or boring, and their family experience. Third, the form and content of the two children's narratives about classroom life, as well as their understanding of the teacher's operational curriculum, were different. The implications for curriculum evaluation and reform, as well as suggestions for future research, are discussed .

Keywords：early childhood education, curriculum decision, formal curriculum, experiential curriculum, operational curriculum, narrative theory