公民教育融入幼兒園教保活動課程之行動研究

Abstract

本研究旨在探究公民教育融入幼兒園教保活動課程之實施方式與幼兒學習成效，並反思其執行過程中的成就與挑戰。研究對象為臺北市某公立幼兒園混齡班藝術與自然班幼兒，研究時間為111學年度第二學期，採行動研究法並輔以準實驗設計，發展課程並評估教學介入成效。透過公民素養融入課程幼兒學習評量表蒐集前後測量化資料，並輔以觀察紀錄與教學札記等質性資料，綜合分析幼兒核心素養之發展情形。研究結果顯示，主題課程能有效提升幼兒在「覺知辨識」、「表達溝通」、「關懷合作」、「推理賞析」與「自主管理」等面向的表現，並促進其社區參與與行動實踐。相較於例行性活動，主題課程具備更高的結構性與連貫性，有助於經驗的累積與素養的內化。幼兒於課程中展現的同理心、社會關懷與問題解決能力，證實其具備作為「今日公民」的潛力。然而，研究亦指出教學現場面臨抽象概念理解困難、保護與參與之間的界線模糊，以及成人與幼兒觀點落差等挑戰。整體而言，本研究強調，透過具脈絡的課程設計、在地連結與成人細膩的觀察與回應，是在教保現場實踐具深度與行動力之幼兒公民教育的關鍵。This study explores the implementation of civic education in early childhood education (ECE) and examines its effects on young children’s learning outcomes. Participants were mixed-age children from the Art and Nature classes at a public preschool in Taipei City. Conducted in the second semester of the 2022 academic year, the study adopted an action research approach combined with a quasi-experimental design to develop and evaluate a thematic curriculum. Data were collected through pre- and post-tests using the Civic Literacy Integrated Curriculum Preschool Learning Assessment Scale, along with qualitative data from observations and teaching journals.Results show that the thematic curriculum improved children’s performance in five core areas: awareness and recognition, expression and communication, care and cooperation, reasoning and appreciation, and self-management. It also fostered community participation and action. Compared to routine activities, the structured and coherent curriculum promoted experience-building and internalization of civic values. Children demonstrated empathy, social awareness, and problem-solving skills, reflecting their potential as “citizens in the present.”Challenges included difficulties in understanding abstract concepts, balancing protection with participation, and differences in adult-child perspectives. The study concludes that context-based curriculum design, local engagement, and responsive adult guidance are essential for meaningful civic education in early childhood.