| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 102 === Action Research on Meaningful Learning of Localized Curriculum in Preschool
Lo Ying-Fang
Abstract
The action research aims to explore the process on meaningful learning of localized curriculum in preschool. Through five-oriented meaningful learning to resolve children's academic performance, and teacher’s professional growth and change. The study field is in a preschool of an elementary school in the region of Hsia Liouciou in Pingtung County. The study participants are total of 22 children in a mixed-age class. The data source are children’s interviews, teaching process audio and video, reflective journals, child and teacher-student dialogue work records, reflective journals, teachers and children work and conversation records.
The action research in curriculum implementation process of localization, can be divided into 1. Germination period: teachers’ preparation and activation of children’s experience. 2. Exploration period: development process of constructing after actual participation. 3. integration period: the Wang-ye procession activities demonstrate learning outcomes. Children from five aspects to show for meaningful learning: 1. Children construct their own. 2. Children learn actively. 3. Children have strong motivation. 4. Children cooperated. 5. Learning happened in real world.
Teacher’s reflections after actions include teaching strategies application, developing localized curriculum and implementation. The aspect of teacher’s professional growth include getting rid of the printing materials and regain the ability to make up teaching materials, see the charm of the local culture, use parents and community resources properly, cultural programs are made without superstition. Finally, promote a number of recommendations to the implementation of programs on meaningful learning.
Key words: localized curriculum in a preschool, meaningful learning
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