以多元智能融入幼兒華語教學之課程設計與實施-以印尼慈濟幼兒園4~5歲幼兒為例

Abstract

本研究採用行動研究法，探討多元智能理論融入幼兒華語教學課程之可行性與實施成效，研究者根據ADDIE教學設計模式進行多元智能幼兒華語教學方案設計，期待激發幼兒學習華語之動機並增強其學習之成效，研究者以多元文化為華語教學主題，欲培養幼兒的多元化教育觀，讓幼兒能認識並且尊重各國文化，啟發其跨文化認知能力。 研究者在印尼慈濟幼兒園擔任華語教師，以任教班級的25位4~5歲幼兒為研究對象，透過五次的教學行動循環，進行為期六週之教學實踐，搜集多種數據，根據幼兒學習者的學習成果、研究者的教學反思、同儕觀察檢核等方式進行三角驗證，作為研究信度和效度的依據。在每次的教學實踐後，經過質性分析與檢討，研究者整理出在教案實施時所面臨之問題，向三位資深華語教師用訪談的方式尋求答案，取得相關教學建議。 研究結果指出幼兒學習者在多元智能學科領域下的華語學習反應，幼兒能充分展現積極學習的態度，從他們熱絡參與課堂活動的行為表現，得知以多元智能為取向之教學可提升幼兒學習之動機，增加他們對華語課程的參與度。在教學策略方面，教學者要根據幼兒的學習特徵和幼兒的學習發展給予恰當的多元智能發展項目，設計的程序都須經過多方思考與規劃後，再給予幼兒合適的華語學習課程。一系列多元文化主題課程設計與實施，透過歌曲、影片、教學活動、遊戲、學校環境設置等，能有效培養幼兒跨文化認知的能力，讓幼兒具有國際視野，將世界與生活連接在一起。This study adopts action research to explore the feasibility and implementation effect of multi-intelligence theory into the Chinese language teaching course for children. The researcher designs the multi-intelligent Chinese language teaching program according to the ADDIE teaching design mode, and hopes to stimulate children's motivation to learn Chinese and enhance children's Chinese language learning. Multicultural education as the theme of teaching programs, it is necessary to cultivate children's diverse educational concept so that children can recognize and respect the culture of each country and inspire their ability to communicate across cultures. The researcher is a Chinese teacher at the Tzu Chi Early Childhood in Indonesia. The researcher took 25 young children aged to four to five years to study. Through five cycles of teaching action and had teaching study performed for six weeks duration. Collecting a multitude of data undergo triangulation for learners’ learning result, researchers’ reflection, and peer observers’ checklist, so as to test the reliability and validity of the research. After each teaching practice, after qualitative analysis and review, the researchers sorted out the problems faced in the implementation of the teaching plan, and sought answers from three senior Chinese teachers in interviews to obtain relevant teaching suggestions. The results of the study indicate that young children show positive learning attitudes and enthusiasm in participating in the class activities. From the positive response of the children, it is learned that teaching with multiple intelligences can enhance children's learning, their motivation to learn Chinese language also increases. The teacher should give appropriate multi-intelligence development projects according to the learning characteristics of the children and the learning and development of the children. The design process must be followed by multiple thinking and planning, and then the appropriate Chinese language learning courses for the children. The design and implementation of multicultural theme courses can effectively develop the ability of children to communicate cross-culturally, so that children have an international perspective and connect the world with life.