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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/4951


    Title: 0-3歲蒙特梭利課程模式原鄉化歷程之初探
    Authors: 沈妙玲
    Contributors: 亞洲大學幼兒教育學系助理教授
    Keywords: 蒙特梭利課程模式;原鄉化(本土化);參與觀察法;托嬰中心;幼稚園;Localized Montessori Teaching Method;participant observation method;Infant Care Center;kindergarten
    Date: 2008-11-25
    Issue Date: 2009-12-08 13:25:51 (UTC+8)
    Publisher: 亞洲大學幼兒教育學系
    Abstract: 本論文是國內第一篇以參與觀察法進行0-3歲蒙特梭利課程模式原鄉化歷程為研究。研究者原是台中市一所以蒙特梭利教育理論為鷹架自行研發了30個原鄉化音樂式主題雙語教材的幼稚園之總策劃,10年間此教材實施對象有4000餘人。10年後的今天,為了減低少子化影響此幼稚園衝擊欲突破多角經營並且提升教學品質及解決經營困境,四年前開始籌劃往下延伸托嬰中心,研究者經過行為科學訓練,扮演著近乎「土著人類學家」角色,參予此幼稚園向下延伸蒙氏教學模式原鄉化之過程,經過了形成階段、實施階段、永續階段,前後歷時4年。
    本研究發現: 0-3歲蒙特梭利教具/材組織排列非常明確、易切入現場;『精鍊』敏感期一辭產出來詮釋與3-6歲幼兒感官發展的區別;用“儲存能量”一辭來舒緩要求立即學習效果的台灣家長;統整暨發展IMME 系統來詮釋0-3歲蒙特梭利課程模式原鄉化的課程。參予蒙氏教學模式原鄉化教學之策劃,經過了(1)形成階段(2004年~2005年第ㄧ年)發現借幼稚園的硬體資源力量使托嬰中心縮短了籌設時間;園所往下發展以校內小班師資為優先人選,關鍵在教學顧問與班導師的「默契」。2)實施階段(2005~2007年第二、三年):深耕親職教育的推廣;教學顧問進入班級觀察能直接與班導師討論加速穩定班級經營;重視衛生實踐一人一套教具必須開始與台灣仿製教玩具廠商商談教玩具尺寸的改良。(3)永續階段(2007年至目前):雛型已建立因此工作銜接問題減少,家長認同度提升,2008年已由托兒所附設扥嬰中心計畫改為單一化經營托嬰中心,欲增加2歲以下合法招生人數核定人數。
    In order to solve the difficult recruitment problem caused by decreasingly birthrate and also to promote the quality of professional teaching program, the owner of the kindergarten established a infant care center next to the kindergarten. One great trait of the kindergarten is to develop their own bilingual teaching materials called IMME system depending on a scaffold of Montessori Teaching Method. The purpose of case study using participant observation method was to describe the localization process of Montessori Teaching Method for age 0-3 in infant care center of Taiwan. The purpose of this study was to investigate the process went through the founding stage, the executing stage, and the sustained stage for four years. The conclusions of this study can be included as fellows: 1. In the first year, by using on kindergarten resource, the time of the preparatory work was shorten. 2. About Infant assistants, it is better to choose from the kindergarten teachers who had been teaching age 3or 4 class, rather than recruiting from outside. The key was whether infant assistants toward teaching coach or school has “a tacit understanding” and “trust the school” or not. 3.For settling the baby classes there are three things happened: to popularize parents education, to let teaching coach stayed at class, and to exchange view with teaching aids maker. 4.A regular pattern were getting firm. 5.The infant care center owner planned to increase the legal number of baby under age2. According to the above conclusions, some suggestions are provided for kindergarten owner, a toy factory owner, infant assistant and government.
    Relation: 第五屆健康的幼兒教育學術研討會 18-36
    Appears in Collections:[幼兒教育學系 ] 會議論文

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