創造力的概念已經大幅獲得重視。幼兒教育被視為是兒童發展和學習的基礎。培養幼兒創造力的概念已融入教育。幼兒教師在進行每日的課程時,經由多樣的資源、方法、及活動,彙入聲影具備的教學實務。兒童們對於教師們所引領的課程活動會有著不同的參與態度與回應。當兒童與教師互動、解決問題、及探索世界時, 皆需涉入創造過程。而這創造過程需要一道創造潛能及思想之清流。
本文旨在探索一質性自然研究所釋出有關幼兒教師創意的語言模式。期自研究結果中,得以探得幼兒教師如何運用語言創造可教可學的企機。本文探索研究所歸納出的十一種幼師語言模式,期以此引出父母及幼教人員對創造力教育的願景。
The concept of creativity has increasingly gained great attention. Early childhood education is seen as a basis to young children’s development and learning. Nurturing creativity has been a part of early childhood education. Early childhood teachers implement teaching practices as both audible and visible during the day through various sources, strategies, and activities. The way young children excise and respond to the learning content and context vary. Young children and teachers interact, solve problems, and explore the worlds, these involve the creative process. The process needs a flow of creative potentials and thoughts. The objective of this paper is to see through one part of a naturalistic study of preschool teachers’ language use during circle time (Chiang, 2004) to explore the participating preschool teachers’ unique ways in teaching and learning practices. This paper elaborates upon the teachers’ “ways with words” (Heath, 1983), language patterns. This paper presents the findings of the aforementioned study to inspire a vision of creative teaching. Implications have been drawn for parents with young children as well as early childhood practitioners.
