Exploring the Implementation of Kindergarten Localized Courses in the New Curriculum

• Main Authors: LU,I-CHIN, 盧怡靜
• Other Authors: LEE,YING-JYE
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/qr6jq9

碩士 === 國立高雄科技大學 === 文化創意產業系 === 107 === With the influence of glocalisation, the Ministry of Education has begun to focus on local teaching and the implementation of localized courses. In 2012, the childcare integration was carried out, and a new curriculum for kindergartens was enacted, hoping to the cultural identity rooted down through education. Considering above, this study hopes to understand the teaching process of the new curriculum in localized courses of the kindergarten, and to analyze its implementation dilemma and countermeasures. In order to achieve research objectives, this study adopts the participant observation method and takes 30 children aged 4~5 years old from kindergarten attached to Gang-Gang Elementary School as the research object. The course development process is planned for 18 weeks with the theme teaching course " My Home, Xiaogang" according to the exploration period, development period and peak period. In order to enhance the strictness of research, the observation record, teaching thoughts, child learning sheets, children's works, teacher records, etc. are carried out through the triangular cross-checking method. Furthermore, this study takes comparative analysis, discussion and feedback to reduce the subjective opinions of the researcher, strive to study the real effects of the results, and making data analysis and interpretation more objective. The results of the study are summarized as follows: 1. Research findings of the localized courses with the new curriculum: (1) Enhance the teacher's recognition of the local culture, follow the new curriculum design to make the localization curriculum clear and keep the curriculum flexible. (2) Enhance the learning experience of young children and create a dialogue with life, and cultivate the children's observation of the living environment. (3) Increase parental recognition, participation, and visibility of kindergarten activities to shape the prototype of a learning family. (4) Improve the interaction between parents, schools and the community to facilitate the integration of curriculum implementation into community resources and activities. 2. The implementation dilemma and countermeasures in the research process: (1) The scope of the curriculum is too large and the interest of the child is different from the direction of the expectation. The course should be moderately adjusted. (2) The use of learning indicators in the localized course is biased towards certain learning areas. For this point of view, one day of activities in the kindergarten curriculum can be regarded as learning experience and the learning of six major areas. (3) Due to the lack of correctness of resources in the community, relevant information on community resources should be given appropriately so that the community can be adequately prepared. (4) Parents are not very involved in the curriculum activities. Therefore, a good communication channel should be establish for parents and teachers and ask the children to go home with parents to find relevant answers and resources to facilitate the transformation of parents' participation in the curriculum. (5) The use of community resources in peak activities depends on the administrative side's contact is easy to misunderstand. It is advisable to explain the class demands in detail with the administrative teachers before the meeting, in order to facilitate the most favorable arrangements for the activities. (6) There are too many routine activities and full-scale activities in the kindergarten, resulting in insufficient development time. It is advisable to adjust the time of the course activities and make good use of the cultural differences of different activities to conduct opportunity education so that all activities have educational significance. The research model and results proposed in this study provide a valuable reference for the teaching and follow-up research related to the localized courses in the introduction of new curriculum for domestic related kindergartens.