[ 摘要 ]

本研究旨在由阿美族野菜文化教學過程中，幼兒學習認識植物相關想法之行動研究。此研究以東部某附幼，中大班幼兒20名為研究對象，其中原住民生為10名，以阿美族族群為主。教學前經由前測瞭解幼兒對「植物」初步想法後，進行八週教學探索歷程。在師生互動過程中，教師亦對課程的演變做省思與改變，藉此提昇教師專業教學與成長。教學結束後進行後測，以瞭解幼兒對植物想法的轉變。

本研究結果顯示:

一、以野菜文化為核心的植物教學的特性:從部落幼兒的生活經驗出發，經過適當的引導以觀察、討論、探索及實驗等方式作為課程進行方向，除建構幼兒植物相關概念，亦建立良好的科學能力，並因文化與科學的結合成為一種生活化的科學教育。

二、野菜文化主題教學初期，幼兒對植物的生長、各部位功能等概念不清楚，僅能分辨動植物，從被動學習經探索過程，漸漸進入主動學習並對植物有更深入的了解，且能建立自我的知識及觀念。

三、科學圖畫書的使用除供幼兒做大量閱讀外，亦為課程的引導的重要工具。幼兒閱讀科學圖畫書以翻閱為主，藉由圖片或照片的呈現自我解讀圖畫書傳達的意義，幼兒較偏愛照片式呈現之科學圖畫書。

四、幼教教師對科學教育的認知，並非在教導幼兒科學知識，而是培養幼兒的科學能力。經由課程中的討論、提問及戶外探索，瞭解幼兒想法及迷思，讓幼兒有時間思考問題，協助幼兒探索增進幼兒學習的興趣。



[ 英文摘要 ]

The goal of this research is studying how kids learn to know plants through the teaching of Amis’ Herbal Culture. Targets of this study are 20 kids in kindergarten located in East Taiwan. 10 of them are Amis, a Taiwanese aboriginal. Before the eight-week program is launching, a pretest will be done to understand how they think of plants. During the interaction between teachers and kids, the teacher may modify the program based on the change of the class. This program is also to enhance a teacher’s teaching profession. After the program is finished, a posttest will be held to understand the transformation of young kids’ idea of plants.

Results of the research:

I. The study of botany teaching is based on herbal culture on life experience of tribal kids. The program will be started by observing, discussing, searching, and experiment to build their concepts of plant and scientific abilities. In the meantime, a life style of scientific education that combines culture and science is also constructed.

II. In the beginning of the teaching herbal culture program, kids can only separate plants from animals, and do not have clear idea of how plants grow and how they function. Starting from passive learning experience, they increasingly learn to know plants more and more by active learning and building their own knowledge and concepts.

III. Scientific picture books are offered to young kids’ mass reading and as a guiding tool in the program. Young kids read picture books for joy. Through illustrations and photos, they interpret the meaning of books by themselves. Young kids favor scientific picture books with photos.

IV. The scientific education for kindergarten teachers is to cultivate the scientific abilities for young kids, but not to offer them scientific knowledge. Through discussion, raising questions, and field searching in the program, one understands how kids think and clarifies the misunderstanding that one may have to them. This way, young kids will have time to think and search for questions and be enticed to learn.