| 摘要: | 近年來國內外美感教育受到重視，美感教育可融入學校日常生活或不同學習領域。美感教育在科學教育的運用也逐漸受到重視，然而多數學者以國小以上的學童與教師為研究對象，較少探討美感教育於幼兒科學教育之運用。因此，本研究將探討杜威美感經驗理論運用於幼兒園科學美感主題課程之實施與成效。本研究採行動研究法，研究對象為幼教師及大班幼兒。由計畫主持人帶領幼教師規劃科學美感主題課程，透過計畫、行動、觀察、省思的行動歷程改善教學，藉此提升幼教師科學教學專業，及幼兒美感能力、科學認知能力與科學學習興趣。本研究包括兩階段：第一階段為美感教育理念形塑期，計畫主持人先以讀書會帶領幼教師研讀杜威美感教育相關書籍及幼兒園教保活動課程大綱，並討論將杜威美感經驗理論融入幼兒科學美感主題課程之原則與方法。第二階段為科學美感主題課程實踐期，計畫主持人將帶領幼教師進行課程設計與教學，透過行動歷程改善教學。本研究的資料蒐集包括：課室觀察、教師訪談、幼兒學習評量前後測、幼兒訪談、教學省思日誌、課程討論紀錄等。研究者將與中南部幼教師分享課程成果，並將研究成果發表於國際研討會與期刊，作為幼兒科學與美感教育研究及課程與教學之參考。
Recently, aesthetic education has been valued in Taiwan and other countries. Aesthetic education can be integrated into everyday lives or different learning areas in schools. The application of aesthetic education in science education has also been valued. However, most research studies focus on students and teachers above elementary schools and few studies focus on the application of aesthetic education in early childhood science education. Therefore, this study aims to explore the implementation and effect of the application of Dewey's aesthetic experience in a science aesthetic thematic curriculum in a preschool. Action research method is employed. The participants are preschool teachers and young children in the class of age 5. The main researcher will lead the early childhood teachers to organize a science aesthetic thematic curriculum. Through an action research cycle of plan, action, observation, and reflection, it will promote early childhood teachers' science teaching profession as well as young children's aesthetic ability, science cognition, and science learning interest. There are two periods in this research. In the first period, it is to develop teachers' ideas in aesthetic education. The main researcher will hold a seminar and invite the teachers to read Dewey's books related to aesthetic education and the Curriculum Guidelines in Early Childhood Education and Care Activities. We will further discuss the principles and methods to integrate Dewey's aesthetic experience into the science aesthetic thematic curriculum for young children. In the second period, it is to carry the science aesthetic thematic curriculum into practice. The main researcher will guide the teachers to design the curriculum and instruction, and to improve the teaching through the action. Data sources will include classroom observations, interviews with teachers and young children, young children's assessment on pretest and posttest, teaching reflection notes, discussions on the curriculum and so on. The main researcher will share the result of curriculum with early childhood teachers in the middle and south Taiwan. Furthermore, she will present the research result in an international conference and develop a journal article. This research will provide references in early childhood science and aesthetic curriculum, instruction, and research. |
