結合社區文化特色探究原住民幼兒科學學習特性與能力

Abstract

本研究旨在於探究原住民幼兒藉由幼教師帶領沉浸於社區文化特色下所形成的學習特性，並與其生活經驗交織中發展之科學能力。本研究採質性研究的方式，選取一所太魯閣族幼兒園的全部幼兒為研究對象。藉由幼教師們融合社區文化的科學活動進行觀察與探究。本研究之研究目的包括：一、藉由科學活動探究原住民幼兒的學習特性。二、幼教師結合社區文化，建構幼兒學習科學之能力。三、藉由科學活動，了解原住民幼兒的學習收穫。本研究結果發現：一、原住民幼兒學習特性為喜歡主動探索與自我學習、會延伸學習內容及具有觀察力、具備豐富創造力及喜歡獨創新遊戲、展現隨和個性與喜歡團體合作。二、藉由幼教師的引導下，幼兒學習科學的能力主要採取最直接的「五官」學習法，且會「聯想」家人的相同經驗，遇到疑問會提議做紀錄找尋答案。三、藉由科學活動，原住民幼兒的學習收穫為認識更多社區花草昆蟲知識、認識傳統文化和先人智慧、學會探索社區(自然)環境的多元方式。

The purposes of this study were to explore aboriginal children’s learning traits under their socio cultural context and to develop scientific concepts from their life experiences. Qualitative research method was adopted. Subjects were selected from a Taroko kindergarten. Teachers and parents were included. Data were collected including observations, interviews, and related documents. The findings of this study were as follows: 1. The aboriginal children’s traits have active exploration, self- learning, extending learning materials, acute power of observation, various creativities, like to play by new ways, and easy to deal with. 2. The aboriginal children learned scientific abilities through the five sense organs, relevant experiences associated with families, and to make records to search answers when encountering questions. 3. The gains of aboriginal children from the scientific activities were to know more interesting plants and insects in the nature, to understand the cultural intelligence from their tradition, and to have abundant time and space to do self-exploration in the nature.