| 摘要: | 本研究旨在探討祖父母參與代間學習之計劃及互動歷程與實施成效，以評估代間學習活動融入主題教學之學習成果，進而探討研究者在代間學習活動之省思及專業的成長。本研究採行動研究，研究者發展祖父母參與代間主題繪本教學之課程，並運用觀察記錄、訪談及文件收集三種方式收集資料，以臺北市某私立幼兒園八位幼兒之祖父母和大一班 13 名幼兒為研究對象，使用研究工具為代間學習活動課程計畫、活動觀察記錄、學習評量、訪談紀錄及教學省思，並使用內容分析法分析研究資料。研究於 2013 年 11 月至 12 月間實施，以「動手做做看」、「廢物再利用」、「衣服變變變」、「爺爺的養身之道」、「我的超級阿嬤」、「家庭樹」、「我愛爺爺奶奶」及「肉丸子湯」八個主題，依序進行八次代間學習活動，研究結果如下：
一、祖父母參與代間主題繪本教學的動機，為貢獻己力服務社會，在過程中提升自我價值。
二、祖父母在參與代間主題繪本教學歷程中，與幼兒產生互惠互利的良好互動。
三、借重祖父母在參與代間主題繪本教學，更益於教學及充實幼兒學習。
四、研究者參與代間學習活動之成果評估，體驗親老、尊老的經驗，增進代間互動情感；推動代間主題繪本教學，使學習和生活結合；研究參與者繼續願意參與代間主題繪本教學。
本研究也依據上述結論，對未來欲推動代間主題繪本教學及未來研究者提供參考建議。
The purpose of the study was to explore the planning and interaction process and the implementation effectiveness of grandparental involvement in intergenerational learning activities. The study objectives were to evaluate the learning outcomes of integrating intergenerational learning in subject teaching, as well as to explore the researcher’s reflections and professional development in intergenerational learning activities. The action-research approach was adopted, whereby the researcher developed a curriculum for grandparental involvement in intergenerational subject teaching using picture books and collected research data through observation records, interviews, and document collection. The grandparents of eight preschoolers from a private kindergarten in Taipei and 13 senior kindergarten students were recruited as research participants. The research tools included the curriculum plans for intergenerational learning, activity observation logs, learning assessments, interview records, and teaching reflections. Data collection took place from November to December 2013, involving eight intergenerational learning activities with the subjects “Do It Yourself,” “Waste Recycling,” “Changing Clothes,” “Grandpa’s Secrets to Health,” “My Super Grandma,” “Family Tree,” “I Love My Grandparents,” and “Meatball Soup.” The eight intergenerational learning activities were implemented in the order stated above. The following were the findings of the study:
1.The motivation for grandparental involvement in subject teaching using picture books was grandparents’ desire to contribute to society, which would enhance their sense of self-worth.
2.Grandparental involvement in intergenerational subject teaching using picture books produced good and mutually-beneficial interactions with young children.
3.Grandparental involvement in intergenerational subject teaching using picture books was beneficial to the teaching process and enriched early childhood learning.
4.In the outcome assessments, research participants noted that intergenerational learning activities provided personal experience in respect for elders and increased intergenerational interactions and strengthened bonds. Intergenerational subject teaching using picture books promoted the integration of learning in daily life. Research participants were also willing to continue their involvement in intergenerational learning activities.
Lastly, the researcher offers suggestions and recommendations for future promotion of and research into intergenerational subject teaching using picture books. |
