| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 99 === Abstract
This study aimed to explore the Southern Paiwan parents’ expectations toward the curriculum and instruction of preschool education. The following are research purposes:
(A) Explore the viewpoints and situations of the South Paiwan parents toward the curriculum and instruction of preschool education.
(B) Explore the curriculum and instruction of Southern Paiwan maleva village’s childcare center.
(C) Explore the South Paiwan parents’ expectations toward the integration of traditional culture and the curriculum and instruction of preschool education.
(D).Explore the South Paiwan parents’ expectations toward the addition of modern knowledge to the curriculum and instruction of preschool education.
(E) Explore the South Paiwan parents’ expectations toward the teaching methods of preschool education.
To achieve the purposes of this study, this field research in a real and natural situation takes a period of nearly two years and a half in the tribe. In Maleva village the Southern Paiwan parents have an average of one- to- two day participant observation and informal interviews monthly. Six of them will be invited from different socio-economic status for more individual deep interviews; the researchers come to ten conclusions from the results and discussions.
(A) Southern Paiwan retains its unique "maleva preschooling model " --- the tribe is the classroom; the life is the curriculum.
(B) "Maleva preschooling model " in a natural situation passes down the ethnic culture, and provide community-oriented childcare services.
(C) Diploma becomes the important indicator of a new order in the tribe, which convinces parents the impacts and the additional effects of education.
(D) Affected by the mainstream values, the cultural capital and future motivation, attitude and learning achievement and so on shared by the children present the phenomenon of the polarization of the two peaks much earlier.
(E) Parents facing the problem of children''s ethnic identity, the future success and competitiveness get into a dilemmatic situation.
(F) Mainstream cultural courses make children face the huge gap between the school and the tribe earlier, and indirectly lead to the loss of the ethnic and cultural life.
( G) Parents look forward to creating a "immersion" learning environment in the tribe to implement the ethnic cultural primary education.
(H) Parents expect the curriculum and instruction of childcare centers should include the global trends and the environmental changes in order to learn the knowledge of modern society.
(I) Parents expect childcare centers to arrange arts programs to promote the preschoolers’ emotional development, positive thinking and problem -solving skills.
(J) Only professional teachers familiar with the traditional culture have the ability to develop the local curriculum and instruction.
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