| 摘要: | 本研究旨在探討國民小學附設幼兒園（附幼）場域中，幼兒園與國小教師在語文課程銜接，特別是注音符號教學歷程中所面臨之理念差異、制度限制、教學挑戰與因應策略。十二年國民基本教育課綱實施後，幼兒園強調生活脈絡中的語文經驗，而國小在課程結構與學習銜接需求下，多集中進行注音符號的系統化教學，兩階段在課綱理念、教材與教學進度上的差異，使注音教學責任界定趨於模糊，並在附幼場域中形成「具制度整合優勢卻難以落實協作」的銜接兩難。
本研究採質性研究法，以桃園市某附幼場域之八位幼兒園教師與五位國小教師為研究對象，透過半結構式訪談與文件資料蒐集，進行主題分析並輔以外部審閱(peer debriefing)以提升信度。研究主要發現如下：（一）附幼場域具備地理鄰近與行政整合優勢，但受限於制度化協作平台不足、時間資源分配有限與課責界定模糊，使跨階段合作難以常態化；（二）幼兒園與國小教師在語文教學理念、注音教學責任、教材詮釋與課程定位上呈現明顯分歧，導致語文銜接產生內容斷裂或重複；（三）教師面對制度落差時展現專業能動性，透過「微調教學」、「彈性遊走」與「補位行動」等方式回應銜接需求，但其有效性仍依賴個別教師的經驗與意願，缺乏制度性支持；（四）附幼作為同一行政體系之場域，其制度文化、角色位置與隱性權力關係亦影響教師合作關係與語文銜接品質，是造成銜接困境的重要因素。
綜合研究發現，本研究對附幼場域之幼小語文銜接提出以下啟示：（一）相關政策規劃可正視附幼場域之特殊性，並思考建置更為明確之幼小銜接政策指引，以支持跨階段教師協作；（二）學校層級若能強化附設幼兒園與國小之課程對話與共同備課機制，或有助於促進語文銜接之連續性；（三）持續強化語音覺識與語文教學相關專業知能，並促進專業經驗交流，有助於提升語文銜接品質之穩定性；（四）未來幼小銜接之政策與實務推動，宜納入附幼場域之制度文化與組織互動脈絡加以整體考量。上述研究結果可作為後續幼小銜接政策規劃、語文教學設計與跨階段協作推動之參考。
;This study examines language curriculum transition in affiliated kindergarten–elementary school settings, with a particular focus on Zhuyin phonetic instruction. It explores differences in pedagogical beliefs, institutional constraints, instructional challenges, and coping strategies experienced by kindergarten and elementary school teachers. Under Taiwan’s 12-Year Basic Education Curriculum Guidelines, kindergartens emphasize language learning through everyday contexts, whereas elementary schools tend to implement systematic Zhuyin instruction to meet curricular progression demands. Differences in curriculum philosophy, instructional materials, and pacing have blurred responsibility for Zhuyin instruction and created a transitional dilemma within affiliated settings—characterized by institutional integration advantages yet limited collaborative implementation.
Using a qualitative research design, this study recruited eight kindergarten teachers and five elementary school teachers from an affiliated school site in Taoyuan City. Data were collected through semi-structured interviews and document analysis, and analyzed using thematic analysis. Peer debriefing was employed to enhance research credibility.
The major findings are as follows:
(1) Despite geographic proximity and administrative integration, affiliated settings lack institutionalized collaboration mechanisms, and are constrained by limited time resources and unclear accountability.
(2) Substantial differences exist between kindergarten and elementary teachers in language teaching beliefs, responsibility attribution for Zhuyin instruction, curriculum interpretation, and instructional positioning, leading to discontinuity or redundancy in language transition.
(3) Teachers demonstrate professional agency through strategies such as instructional micro-adjustments, flexible boundary navigation, and compensatory actions; however, these practices rely heavily on individual experience rather than systematic support.
(4) Institutional culture, role positioning, and implicit power relations within affiliated settings significantly influence teacher collaboration and the quality of language transition.
Based on these findings, the study offers the following implications:
(1) At the policy level, clearer transition guidelines that acknowledge the unique characteristics of affiliated kindergarten contexts may better support cross-stage collaboration.
(2) At the school level, strengthening curriculum dialogue and joint lesson planning between affiliated kindergartens and elementary schools may enhance instructional continuity.
(3) At the teacher level, continued professional development in phonological awareness and language pedagogy, alongside professional exchange, may help stabilize language transition quality.
(4) At the institutional level, future transition policies and practices should incorporate considerations of institutional culture and organizational interaction dynamics.
Overall, the findings may serve as a reference for future policy development, language curriculum design, and the promotion of cross-stage collaboration in kindergarten–elementary language transition. |
