K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫二:幼兒教育階段課程總綱理念、課程設計原則內涵與實施要點之研究 期末報告
研究計畫及報告 | |
計畫類型 | 整合型計畫 |
計畫名稱 | K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫二:幼兒教育階段課程總綱理念、課程設計原則內涵與實施要點之研究 期末報告 |
英文題名 | A Research of Curriculum Guidelines, General Principles of Curriculum Planning, Design, Implementation in the Kindergarten Education Stage |
整合型計畫名稱 | 「中小學課程發展之相關基礎性研究」區塊研究二整合型研究(二):K-12中小學課程綱要的核心素養與各領域之連貫體系研究 |
共同主持人 | 蔡清田;陳延興 |
計畫主持人 | 盧美貴;黃月美 |
研究者 | 研究助理: 陳玉芳;洪瑄鴻 |
執行機構 | 國家教育研究院 |
執行單位 | 國立中正大學課程研究所 |
語文 | 中文 |
關鍵詞 | 幼兒教育階段;核心素養 |
關鍵詞(英) | kindergarten education;key competencies |
摘要 | |
英文摘要 | The need of connection and integration of early childhood and primary education programs in two stages is the main argument in the research. The research also calls for the close linkage of kindergarten teaching guidelines of Taiwan, curriculum content development and the Children's key competencies. The research aims to explore the following issues 1. To explore the key competencies of Taiwanese children under the context of social culture. 2. To understand the experiences that connect the key competencies of Taiwanese children with some major countries. 3. To analyze the position, orientation and continuity between the key competencies of children and the curriculum guidelines. 4. To investigate the connection and integration of early childhood and primary education programs in two stages in curriculum guidelines, general principles of curriculum planning, design and implementation. Through literature review, the comparision of key competencies between lots countries, Delphi technique, group meetings and review conference of curriculum specialty, the research got a few important conclusions. First, the expectation considering about children’s key competencies is deeply influenced by the Chinese parenting approaches.Secondly, children’s key competencies in Taiwan in the research include three dimensions: communicate interactively, social participation, and act autonomously.The research also presented the basic ideas of early childhood curriculum which are the process about taking children whose attitude and ability are cultivated under the Chinese cultural context as the subject of exploration, awareness, understanding and appreciation. In addition to understand early childhood education courses and other stages of phase coherence, the results of this research made many recommendations for policy formulation about early childhood curriculum, and subsequent researchers for reference. |
授權狀態 | 已授權 |
章節標目
標題 | 頁數 | 全文 |
---|---|---|
壹、研究背景與目的 | 1-8 | |
一、研究背景 | 1-6 |
|
二、研究目的 | 7 |
|
三、研究範圍與限制 | 7-8 |
|
貳、文獻探討 | 9-32 |
|
一、台灣幼稚園課程標準演變及其評析 | 9-14 |
|
二、華人文化脈絡下台灣幼兒的核心素養 | 14-20 |
|
三、重要國家國民核心素養分析 | 20-32 |
|
參、研究方法與進度說明 | 33-37 |
|
一、文獻分析 | 34 |
|
二、文件分析法 | 34 |
|
三、小組座談會議 | 34-35 |
|
四、德懷術問卷調查 | 35-37 |
|
五、領域專長學者審查會議 | 37 |
|
肆、研究發現與討論 | 38-85 |
|
一、華人文化脈絡下台灣幼兒之核心素養 | 38-41 |
|
二、重要國家國民核心素養分析 | 41-46 |
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三、幼兒核心素養與幼教課程連貫體系之定位與聯結 | 47-80 |
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四、銜接與整合國民中小學教育階段之幼教課綱理念、課程設計與實施要點 | 80-85 |
|
伍、 結論與建議 | 85-101 |
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一、結論 | 85-96 |
|
二、建議 | 96-101 |
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陸、參考文獻 | 102-105 |
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附錄 | 106-117 |
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延伸閱讀
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