本研究以偏鄉公托改制幼兒園，進行課程轉型之研究。採行動研究法，資料收集包括觀察、訪談、文本分析等。研究者以輔導之幼兒園為場域，研究進行五年，研究參與者包括一位園長、一位教學組長、十二位老師和180位幼兒參與研究。研究發現，偏鄉公托課程轉型第一階段面對才藝、分科、團體教學和簿本問題，採取強勢介入策略，第二階段針對不知如何跟隨幼兒的需要和興趣萌發方案的問題，嘗試提出以問題帶動解決方法的循環滾動方案，第三階段面對發展在地特色問題，以學習社群動力運作，促使小方案加深與加廣，不僅能發展幼兒園教學特色，且能呼應教師專業成長需求。最後，再透過現場指導、培訓、參訪與蹲點、讀書會、成立學習社群之歷程，協助偏鄉教師進行課程轉型，這是輔導偏鄉公托改制幼兒園課程轉型成功的重要關鍵。 This is a research on curriculum transformation at a reorganized preschool, formerly a rural public childcare center. Conducted at the preschool consulted by the researcher, action research is applied to the five-year study with data collected by observation, interviews and textual analysis, and participated by 1 director, 1 teaching team leader, 12 teachers and 180 preschoolers. The research discovered that in the first stage of the curriculum transformation at the former public childcare center, strong intervention was adopted in the face of issues including talents classes, discipline differentiation, group teaching and books; come the second stage, the preschool failed to keep up with the needs and interests of the preschoolers in theme developments, but attempted to initiate a rolling cycle program by leading solutions with issues; in terms of developing local features in the third stage, facilitating deeper and broader program developments via the learning community not only contributed towards developing teaching features at the preschool, but also responded to the professional development needs of the teachers. The key to successful curriculum transformation of the reorganized preschool lies in assisting rural area teachers in the transformation of the curriculum through processes of on-site guidance, training, visitation and residence, study groups and the establishment of learning communities.
