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姓名	蔣美霞(JIANG MEIXIA)  查詢紙本館藏	畢業系所	學習與教學研究所
論文名稱	「以幼兒為中心」的課程如何實踐： 一個行動者網絡理論的視角 (Child-Centered Curriculum enactment in a Kindergarten Context：A View from Actor-Network Theory)
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摘要(中)	本研究旨在探討台湾一間私立幼兒園「以幼兒為中心」的課程實踐，了解其如何作為網絡效果而發生。「以幼兒為中心」的議題迄今都是幼教研究领域的重點，主流文獻將其作爲評估幼兒園課程成效的標準，來評量幼兒園課程是否達到了以幼兒的興趣、幼兒的主動學習為目標的教育訴求。本文與此相區隔，不是評量田野個案是否符合標準要求，而是认为需要揭示「以幼兒為中心」的課程在特定的實踐情境所促成的特定樣態，以及其發生的具體過程。 本研究藉鑒行動者網絡理論（actor-network theory）的研究框架，其理論優勢能夠捕捉尋常物質如何與幼兒、教師連結在一起，從而對「以幼兒為中心」的課程進行社會物質性的理解。因而，該理論研究框架有助於筆者注意田野個案所促成的「以幼兒為中心」的課程如何在實踐層面展開，特別是在關注我們認為重要的幼兒、教師等人類實體之餘，還能注意到物質實體也是關鍵，它不能夠被排除在理解課程的行列之外。 通過對參與觀察、訪談、文件等田野資料的分析，揭示如下研究發現：第一，該個案幼兒園為了促成《幼兒園教保活動課程大綱》中「以幼兒為中心」的課程實踐，連結了一些關鍵行動體，如幼兒的「學業」、自編的物質教材教具。第二，具體活動中的課程素材，如鋸子、木條以及它們被切割時所發出的「滋啦」聲，或是白紙與地板，或是經驗圖表、白板/窗戶，這些物質行動者與幼兒有所連結之後而湧現幼幼互動的「以幼兒為中心」的課程效果。第三，也有活動雖未湧現上述課程效果，但促成了師幼互動與學習的課程效果。 因此，本文的研究貢獻，在於從認知建構主義、社會建構主義理論視角之外來重新認識「以幼兒為中心」的課程，這種重新認識主要是從社會物質視角來推進，由此揭示了某些不太顯眼的物質素材所促成的「以幼兒為中心」的課程實踐。
摘要(英)	The purpose of the present study is to explore the enactment of child-centered curriculum in a private kindergarten in Taiwan and to understand how it occurs as a network effect. The issue of child-centeredness has been the key point of early childhood education research so far, and the mainstream literature have used it as a principle or criterion to assess the effectiveness of the kindergarten curriculum ,and to evaluate whether the kindergarten program has achieved the educational aspiration of targeting children′s interests and active learning. Rather than assessing whether the special case meet the criteria, this doctoral thesis argues that it is necessary to reveal the specific processes of child-centered curriculum in the kindergarten everyday work. This study draws on the research framework of actor-network theory, which has the theoretical advantage of capturing the ways in which mundane materials are linked to children or teachers in order to develop a socio-material understanding of child-centered curriculum. Thus, the theoretical research framework helps to pay attention to how the child-centered curriculum enacted by the field case ,and further unfolds that what has happened, especially not only focusing on human entities such as children and teachers that we considered important, but also focusing on these material entities that are also crucial and cannot be excluded when we understand the kindergarten curriculum. Through the analysis of field data such as participant observations, interviews, and documents, the following studies were revealed: Firstly, in order to promote the "child-centered" curriculum practice, the kindergarten in this case connected some key actors, such as young children′s " academic achievement " , parents and self-designed teaching materials.. Secondly, the curriculum materials for specific activities, such as saws, wooden strips and the "sizzling" sounds they make when young children cutting, or white paper and floors, or experience charts with whiteboards or windows, these material actors connect with young children and emerge the child-centered curriculum effect of young children′s interaction. Third, there are also some activities that do not show the above-mentioned curriculum effects, but promote the curriculum effect of teacher-child interaction and learning. Therefore, the research contribution of this doctoral dissertation is to re-understand the child-centered curriculum not from the perspective of cognitive constructivism or social constructivist theory, but also from the perspective of socio-material to reveal the child-centered curriculum enactment promoted by some less conspicuous materials.
關鍵字(中)	★ 以幼兒為中心 ★ 幼兒園課程 ★ 社會物質性 ★ 行動者網絡理論	關鍵字(英)	★ hild-centered ★ kindergarten curriculum ★ socio-material ★ actor-network theory
論文目次	摘 要 i Abstract iii 誌 謝 v 目 錄 vii 圖目錄 ix 表目錄 x 第一章、緒論 1 第一節、研究緣起與動機 1 第二節、研究背景與重要性 3 第三節、名詞釋義 7 一、以幼兒為中心 7 第二章、文獻探討 9 第一節、「以幼兒為中心」的課程的研究現況 9 一、「以幼兒為中心」的課程的定義與常見理解 9 二、「以幼兒為中心」的課程之理論背景與潛在優勢 12 三、「以幼兒為中心」的課程難以實現的各方言論 17 四、「以幼兒為中心」的課程實施有成的相關研究 20 五、幼教研究中有關環境、物質的主張與關切 26 第二節、探究「如何促成」的理論工具——行動者網絡理論 30 一、ANT的發展脈絡以及基本概念 30 二、教育領域的ANT研究 36 三、ANT研究的分析方法 47 第三章、研究方法 49 第一節、ANT研究所借用之民族誌研究法 49 第二節、本研究之場域 51 一、幼兒園概況 51 二、幼兒園課程模式轉變及課程主題 52 （一） 科學小玩家 52 （二） 歡樂屋 52 （三）客家美食 53 （四）大家來紮營 53 三、研究對象 54 第三節、研究者身份 54 第四節、資料蒐集 55 一、參與觀察 56 （一） 團體教學活動 56 （二） 學習區活動 57 （三） 例行性活動 57 （四） 教師會議 57 二、訪談 58 三、課程相關文件文本 59 第五節、資料分析 59 第四章、研究結果 63 第一節、連結與轉譯：「以幼兒為中心」的在地課程實踐網絡 64 一、「以幼兒為中心」從課程理念走向課程實踐的轉譯軌跡 64 二、異質行動者中介「以幼兒為中心」的課程網絡 75 第二節、幼兒與物緊密連結的課程網絡效果：促成幼幼的互動與學習 86 一、幼兒製作板凳：鋸子、木條連結的課程網絡 87 二、幼兒學習「等比放大」：白紙、地板連結的課程網絡 95 三、幼兒探究「排列組合」：經驗圖表連結的課程網絡 105 第三節、幼兒與物非緊密連結的課程網絡效果：促成師幼的互動與學習 114 一、幼兒「組裝」帳篷的課程網絡 115 二、幼兒「觀察」帳篷活動的課程網絡 125 三、幼兒「聽懂」如何搭帳篷的課程網絡 128 第五章、結論與討論 132 第一節、結論 132 第二節、研究貢獻與對話 135 一、以「轉譯」取代「再現」探討幼兒園課程實踐的促成方式 135 二、以「連結關係」取代「因果關係」探討幼兒園課程實踐效果 137 三、以「網絡效果」取代「先驗本質」探討師幼生的行動力 139 四、以「網絡效果」取代「工具功能」探討物質教具 144 第三節、研究限制、未來研究與實務建議 147 一、研究限制與未來研究方向 147 二、實務建議 148 參考書目 150
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指導教授	陳斐卿(FEI-CHING CHEN)	審核日期	2023-3-20
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