本研究從幼兒園第二代經營者的角度出發，以研究者家族所經營，位在相對弱勢社區中的幼兒園為對象，從批判教育學的角度，探討透過教育消弭階級差異的方法，以及課程模式與階級文化間的關係。批判教育學探討在資本主義制度下，教育對中下階層學生的壓迫，進一步主張透過覺醒與轉化的教育模式，消弭階級差異彰顯人性的價值。呼應這樣的概念，近年來台灣的幼兒教育現場，在幼托整合的政策引領下，也開始施行以遊戲為主的統整課程模式，宣稱可透過根植於學生經驗的方式，使學習更有意義。然這樣的政策在教育現場施行並不順利，台灣幼兒教育現場，長期以私立幼兒園為主，多數幼兒園在激烈競爭下，不得不呼應家長需求崇尚讀、寫、算，為進入小學做準備的教學模式。因此統整課程的驟然推行，受到來自基層教師、家長與學生的抗拒。研究者透過自己長年在幼兒園中的觀察，與家長及教師的訪談，釐清這些抵抗背後的原因，並引述批判教育學者Freire覺察、解放，以及Giroux轉化型知識份子的概念，透過與教師取得觀念上的共識，幫助其了解自身在社會中的角色，進一步改變其教學方式。在得到幼兒園教師的初步共識後，進一步使轉化的意識擴及家長。期望透過由下而上的基進方式，達成課程改革並拉近階級差異的目的。 / From the perspective of the second generation manager of kindergarten, this study, with the kindergarten operated by the researcher family’s in a disadvantage community, explores methods to eliminate the class difference through education, and relationship between curriculum model and class cultures based on the viewpoint of critical pedagogy. Critical pedagogy investigates the oppression of the lower class students through education in the capitalist system. Furthermore, it advocates eliminating class differences and highlighting the value of humanity through awareness and transformation of education. Echoing this concept, in recent years, the field of early childhood education in Taiwan begins to implement play-based integrated curriculum model under the guidance of preschools integration policy, and claims that learning can become more significance from student’s perspective. However, such policy does not work well. Early childhood education in Taiwan is mainly private kindergartens. Under the intense competition, most kindergartens have to respond to the demands of parents to advocate reading, writing, counting, implementing teaching mode preparing for entry into primary school. Therefore, the sudden implementation of integrated curriculum gets resistance from teachers, parents and students. The researcher clarifies reasons of the resistance by observation in kindergarten for many years, interviews with parents and teachers, quoted from critical pedagogy such as concepts of conscious and liberation by Paulo Freire and transformative intellectuals by Henry Giroux, to realize the consensus with teachers to help them understand their position in society and further change their teaching methods. After build-up the preliminary consensus with teachers in kindergarten, the researcher make transformation expanded into parents. The study expects to reach the purpose of curriculum reform and eliminate class difference through the radical approach.
| Identifer | oai:union.ndltd.org:CHENGCHI/G1011570072 |
| Creators | 鄭宇博, Cheng, Yu Po |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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