Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan (Aug 2024)
卡那卡那富族藝術文化融入幼兒園美感課程之 教學實踐與成效 Exploring Pedagogical Practices and Effects of Integrating Kanakanavu Arts and Culture into a Preschool Aesthetic Curriculum
Abstract
本研究採協同行動研究法，探討卡那卡那富族藝術文化融入幼兒園美感課程之教學實踐與成效。研究者帶領教保員規劃文化本位的原住民族美感課程、實施教學、進行觀察與省思、評估課程成效。研究參與者主要為 12 位三至五歲混齡班原住民族幼兒。資料蒐集包括：課程週誌、課程討論記錄、訪談、美感能力評量前後測、族群認同訪談前後測、教學省思札記等。質性資料以編碼與範疇分析，量化資料以描述性統計、無母數檢定進行分析。研究發現：一、教保員將卡那卡那富族藝術文化融入學習區及老幼共學活動，引導幼兒探索部落自然環境，創作相關藝術作品，並欣賞幼兒自己的作品。二、本課程有助於幼兒提升美感能力以及族群認同。三、透過協同行動研究，教保員在美感教學專業有所成長。 This study used collaborative action research to investigate the pedagogical practices and effects of incorporating Kanakanavu arts and culture into a preschool aesthetic curriculum. The researcher guided the educare giver in implementing a cultural-based indigenous aesthetic curriculum within a Kanakanavu language immersion class. This process involved designing, teaching, observing, and reflecting on the new curriculum. The main participants were 12 indigenous children aged 3-5 in a mixed-age class. Data were collected through weekly curriculum journals, curriculum discussion notes, interviews, pre- and post-tests of aesthetic ability, pre- and post-interviews on ethnic identity, and teaching reflection notes. Qualitative data were analyzed through coding and categorizing, while quantitative data were examined using descriptive statistics and non-parametric tests. The findings are as follows. First, the educare giver integrated Kanakanavu arts and culture into learning areas and intergenerational learning activities. She guided the children to explore the natural environment in the tribe, create related artworks, and appreciate their own artworks. Secondly, the curriculum positively impacted the children, enhancing both their aesthetic abilities and ethnic identity. Thirdly, through collaborative action research, the educare giver advanced her professional skills in aesthetic teaching.
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