| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 95 === Studies of adaptive education and teacher distress have frequently involved generating learning environments that suit the physical and mental development of children, simultaneously accounting for individual differences. These studies have attempted to achieve adaptive education and integrated learning to facilitate the teaching process and reduce teacher distress. This topic has long concerned domestic scholars and early childhood educators. In a 1993 interview, Gardner introduced the concept of adopting the methods of children’s museums and employing these to classrooms as a key to achieving adaptive learning (Ron, 1993). Therefore, this study involved using museum exhibition concepts, comprising diverse situational and multi-level learning content, to develop adaptive teaching and learning situations for a preschool. Subsequently, observations, interviews, and teaching discussions were conducted to examine the effects of process evolution, early childhood learning, and teaching roles.
This study shows that when choosing a theme and developing theme-based activities, teachers frequently encounter difficulties establishing connections. Discussing, implementing, and modifying the museum exhibition concept facilitates teachers elucidate the objective of themes and select theme concepts that suit child development. Subsequently, teachers can create suitable atmosphere centering on the theme-based learning corner. By using the traffic flow design, activity descriptions, and multi-level learning activities highly valued by museums, children are guided toward hands-on and autonomous learning at the corner. After comprehending the museum exhibition concept, teachers can create a leaner-oriented teaching method that shifts teacher role from guiding education to guiding scaffolding, highlighting the importance of adaptive curriculum.
Instead of adopting common early childhood education perspectives, this study uses the museum exhibition concept to examine the adaptive education model developed at teaching site. However, educators and researchers must conduct additional research, assessing the model effectiveness for early childhood learning and the details about how children interact with the classroom and teaching aids.
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