| Summary: | 碩士 === 臺北市立大學 === 幼兒教育學系幼教教學碩士學位班 === 105 === The aims of this case study is to understand thethematic curriculum implementation process in the early childhood classroomThe participant are two early childhood teachers and twenty-nine children in that classroom.
Data used for the processes are obtained from the face-to-face interview, non-participatory observation and course-related documents. And triangulation and peer review evaluation method) are adopted to guarantee the reliability of analysis results. According to the study, several conclusions can be found as follows:
1. The curriculum implementation process of the evaluated class can be classified into three parts: planning stage, developing stage and ending stage. In the planning stage, the two early childhood teachers need to examine the balance of the different course fields and consider how to connect what they learned from the aesthetic feeling training courses with the curriculum implementation designed for the early childhoods. In addition, they also need to realize the beauty in the eyes of children and made the thematic webbing of the beauty of Yingge.
2. In the developing stage, the curriculum implementation is proceeded with visiting the beauty of Yingge, having a touring in the Yingge Ceramics Old Street, going to Yingge Ceramics Museum, holding the art exhibition.
3. In the ending stage, the teachers reflect on their teaching and implementation, and made a conclusion to the thematic curriculum.
After realizing and understanding ideas and practices of the teachers, we further analyze and discuss issues and factors that may affect the implementation of the courses. We hope this paper can inspire people who are interesting in this field to be more careful of designs and implementations of the thematic curriculum.
|
|---|
