教師對幼兒參與學習區活動的自由探究、結構再製與主體性實踐之教學省思

Teachers Teaching Reflections on Young Childrens Free Exploration, Structural Reproduction, and Subjectivity Praxis in Learning Area Activities

陳儒晰；徐碧君
Ru-Si Chen ；Pi-Chun Hsu

Doi：10.6925/SCJ.202409_20(3).0002


所屬期刊： 第20卷第3期 主編：國立彰化師範大學教育研究所教授
龔心怡
系統編號： vol078_02
主題： 課程與教學
出版年份： 2024
作者： 陳儒晰；徐碧君
作者(英文)： Ru-Si Chen ；Pi-Chun Hsu
論文名稱： 教師對幼兒參與學習區活動的自由探究、結構再製與主體性實踐之教學省思
論文名稱(英文)： Teachers Teaching Reflections on Young Childrens Free Exploration, Structural Reproduction, and Subjectivity Praxis in Learning Area Activities
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別： 中文
論文頁數： 28
中文關鍵字： 主體性實踐；自由探究；結構再製；學習區活動
英文關鍵字： learning area activities；free exploration；social identity；intersectionality；Structural reproduction
服務單位： 明新科技大學幼兒保育系教授；馬偕醫護管理專科學校幼兒保育科助理教授
稿件字數： 19773
作者專長：
投稿日期： 2024/10/17
論文下載： pdf檔案icon
摘要(中文)： 學習區是幼兒透過系統且邏輯方式來參與規劃物理空間的學習情境，幼兒在此學習空間學習與發展適性適齡認知模式和社會互動技巧。本研究運用教育社會學取向的自由探究、結構再製與主體性實踐之分析架構，探討教師對幼兒參與學習區活動的課程教學活動設計、教學素養與相關實務作為，並省思此教學模式對幼兒學習主體性之影響。研究者設計觀察項目蒐集教師與幼兒對學習區活動的課程教學活動學習主體性和能動性之想法，並結合訪談深入探討其參與學習區活動所表現的自由探究與結構再製之學習主體性圖像和能動性彰顯之省思。研究結果指出教師具有批判優勢文化的承認和認同議題之看法，表現教師對學習區活動空間場域及對幼兒學習主體性的自由探究及結構再製之省思歷程，發掘教師與幼兒在此學習場域中對教育不平等和社會不公不義現象之主體性實踐運作事實。研究結果亦提醒教師應勇於面對自我的教育作法及所經歷的不平等和不公正，確保自我察覺和意識主流偏見是可以接受批判和挑戰之能動性。
摘要(英文)： A learning area is a systematic and logical way for young children to participate in the planning of learning situations in a given physical space, where they learn cognitive content and social interaction development skills. Using the sociology of educations frameworks of free inquiry, structural reproduction, and subjectivity practice, this study examines how teachers design and implement curricula and instructional activities for young children within learning area activities, and reflects on how these instructional models influence young childrens subjectivity practices. It also designs observational items to gather insights from teachers and young children regarding subjectivity and initiative in learning within the curriculum and teaching activities of the learning area. The researchers utilized interviews to investigate teachers and young childrens subjective perceptions of learning. This involved examining free exploration and structural reproduction within learning area activities. The study combined observations and interviews with practical reflections on young childrens learning experiences to delve into this matter. The research findings indicate that teachers perspectives include recognizing and addressing dominant culture issues. It describes the teachers reflections on the learning area activity and the process of exploring and structurally reproducing the young childrens learning subjectivity. The study reflects on how teachers and young children engage in the operational realities of educational inequality and social injustice within this learning fields. The findings also reminded teachers to be courageous in confronting their own pedagogical practices and the inequalities and injustices they experience, ensuring that they were self-aware and conscious that biases can be critiqued and challenged.
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