| Summary: | 碩士 === 國立新竹師範學院 === 幼兒教育研究所 === 89 === ABSTRACT
The practice and process of outdoor education for kindergarten and the factors of performing outdoor education have been investigated. One class of a kindergarten is the case. The data are collected through interviews, participant-observations, and related documents for six-month. The results are as follows:
The teachers perform outdoor education to meet the needs of curriculum. The experiences of outdoor education not only achieve the aims of manifest curriculum and latent curriculum, but also integrate the subjects of curriculum. Moreover, the extended activities of outdoor learning become the central part of curriculum. In our case, therefore, the outdoor education is interweaved with curriculum.
For the planning part of outdoor education, “related to theme”, “moderate distance”, “high safety”, and “suitable for children” are the main considerations of location choice. Teachers consider that outdoor education should be carried out in the front-stage and middle-stage during the development of the theme of curriculum. They explore and investigate relevant of resources before outgoing. In addition, “teachers'' responsibility ”, “activity process”, and “parents resource” will also be coordinated before outdoor activities.
Concerning the implementing part of outdoor learning, the most important preparations are showing children the goal of outdoor learning, the learning modes, the activity rules, the safety concerns, and the necessaries of outgoing. The most popular way of activities that teachers will use is grouping. In order to provoke children observing and reflecting by themselves, however, teachers make use of the technique of “questioning”. Besides, Teachers will grasp “the best teachable moment” during the outdoor activities. After the outdoor experience, “group discussion”, “learning center activities”, and “group activities” are all the extensions of outdoor education.
As to the factors of conducting outdoor education are teachers’ motivation, curriculum, parent resources, school administration, campus, and community environment. In our case, these factors are constantly the main driving force to support the outdoor education.
Eventually, we believe that the outdoor education must be designed in accord with the curriculum to approach the best performance of education. The planning and implementing of outdoor learning should be evaluated and conducted carefully. Meanwhile, if teachers, parents, and school administration have corrects concept of outdoor education, and if campus and community environment can be designed properly, the achievement of outdoor education will be promoted.
Keywords: outdoor education, outdoor learning, early childhood curriculum, teaching practice, early childhood teacher
|
|---|
