HKIER

摘要

本研究探究一所太魯閣族幼兒園接受教育部公私立幼兒園適性教保輔導後，課程改變的發展脈絡。本研究具體目的有三：（1）探討鄉立幼兒園在地文化課程融入學習區的實踐；（2）分析鄉立幼兒園在地文化課程融入學習區的改變歷程；（3）了解鄉立幼兒園在地文化課程融入學習區的實施困境與解決策略。兩位研究者透過訪談及文件蒐集等方法，整理、歸納與分析該幼兒園以文化回應教學取向，將在地文化融入學習區的漣漪效應；並透過該園五位教保服務人員，在園內擔任課程領導的角色，共同協助研究五個分班落實在地文化融入學習區的可能性。本研究結果發現：（1）設置文化主題區，透過多元文化素材，豐富在地文化課程與學習區的內涵；（2）教保服務人員學習設計統整而不分科的在地文化課程，培養小小太魯閣族人解決問題的能力；（3）真實面對在地文化課程融入學習區的困境，自製文化教具與主題繪本。

關鍵詞：文化回應；在地文化課程；太魯閣族；學習區

Abstract

This study investigated the curriculum changes and development of a Truku preschool that received educational care from the Ministry of Education. It aimed to: (a) study how local cultural curriculum with culturally responsive practice was implemented in learning areas of the preschool; (b) analyze how the behaviors of preschool educators and preschoolers changed after implementing this practice; (c) explore the difficulties that teachers faced regarding the integration of local cultural curriculum into learning areas and their remedies. The study found that: (a) the preschool educators implemented culturally responsive curriculum practice by setting culturally related themes, placing culturally relevant materials in learning areas, and exploring teacher-made materials relevant to cultural responsiveness; (b) through adopting local culture-integrated curriculum, the problem-solving ability of little Truku children could be nurtured; (c) facing difficulties including the lack of story books and teaching materials related to Truku cultures in the communities, the preschool educators tried to produce culturally related teaching materials or picture books by themselves.

Keywords: culturally responsive practice; local cultural curriculum; Truku; learning areas