澳门园本体育课程的研究
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摘要
澳门幼稚园免费教育政策全面实施,确定幼稚园是终生教育的基础,要求幼稚园教育持续提高质素。在全球性教育改革引发的课程改革背景下,率先针对澳门园本体育课程状况进行实证研究。综合运用多种研究方法,包括调查研究、理论研究和个案研究,提出合理、有效、可行的澳门园本体育课程设计及园本化模式与参考事例,充实此类课题的理论与实践研究。
调查研究方面,是从教师、课程文档和幼儿三层面作深入和多面的调查,发现澳门园本自主发展的体育课程实况是目标和内容简单,教学方法单一,体育课时少、户外活动空间和户外活动时间等欠约束力、不规范、不保证幼儿身心健康发展的事实。虽然教师拥有园本体育课程设计的权利和义务,但是,缺乏培训和专业支援,在工作负荷重(课时长、师生比例大)的情况下,难以深入思考课程设计的问题,作出科学的、合理的课程设计或改善,无法有效的持续的完善园本体育课程。另一方面,本研究的幼儿体适能检测建立了具信效度(α=0.82)的检测工具和常模参照外,还发现澳门幼儿运动体适能是随年龄增长而增强的,与其他地区比较则呈现年龄越大差距越大的实况。同时,此工具亦可作为检验园本体育课程设计的有效性评定工具,亦希望藉此推广到各间幼稚园使用,方便教师了解和掌握幼儿的体适能发展状况。
理论研究,主要透过查阅大量文献探讨,得澳门园本体育课程支柱和价值取向,以终身体育和健康第一为园本体育课程体系构建的指导思想,以“生活体育”作人本主义课程观的园本体育课程愿景。建基于澳门幼稚教育的发展基础,借镜英国、美国、澳洲和两岸三地的园本体育课程发展经验,订定澳门幼儿体育课程园本化四阶段程式为筹备、设计、实施中评鉴和推广阶段。
结合理论和实际,探悉澳门园本体育课程体系的构建,依据全球化、地方化和个性化的时代性课程发展趋势,制定包括目标、内容、方略和评估,以及关注课程管理的园本体育课程体系。依“生活体育”制定园本体育课程目标体系,以建构主义知识观,以动作学习为基础的内容体系﹔针对现有的课时少、体育游戏等待时间长、练习次数少和人手不足等教学问题,创设具结构性、组织性、趣味性的游戏教学方略。提出由教师决定幼儿体育学习评估方式,将课程管理与教学反思有效结合。
本研究通过两个案进行改编和创编形式的幼儿体育课程园本化,探讨如何有效进行园本体育课程设计及园本化,并关注影响课程设计、实施和管理的效果的因素,可为澳门园本体育课程提供实例参考。个案研究验证创编的园本体育课程能协助教师以实践理解理论,能有效完成“身体教育”的体育课程目的,且课程体系符合可操作原则,有助于园本体育课程的持续完善,也为“通过身体进行教育”铺垫。此外,还证明本研究所订定的园本化程式是可行的﹕以教师参与决策的筹备阶段,支援园本体育课程内容建构的设计阶段,以教学反思为实施进行评鉴。
建议教育部门也需要提倡理论结合实践,指引各园制定园本体育课程,订定动作发展的分年龄层的学习目标,以及明确有系统的教材内容,供澳门幼稚园和教师参考﹔更重要的是着手制定政策或法令以增加体育课周课时为日课时。同时,建议澳门幼稚园在园本体育课程设计时,必须着重运用科学选编有意义的体育教材。事实上,对园本整体的课程设计亦然,必须涉及更新教师教学观念,以专家引领和合作研究的形式,帮助教师增权赋能,并建立信心提高教学效能,确保澳门园本课程持续完善发展。
The policy of free education for kindergartens in Macao is now fully implemented. It confirms that the kindergarten is the foundation of lifelong education and requires that the quality of kindergarten education should be improved continuously. Against the background of global education and curriculum reform, the study attempts to undertake positivistic research into the physical education (PE) program of kindergarten-based curriculum development (KBCD) in Macao. Different kinds of research methods, including a survey, theoretical analysis and case studies are proposed. Furthermore, this study puts forward reasonable, effective, and feasible models of the PE program of KBCD in Macao with examples for reference so as to strengthen its theory and practice.
The purpose of the survey is to better understand teachers, documents of the PE program and young children. The findings reveal that the PE program of KBCD in Macao is simple in its contents, goals, and teaching methods, without adequate class time, outdoor sports space, and outdoor activities. All of which have caused certain problems in guaranteeing both physical and psychological developments of our young children. Despite the right and obligation to develop and design their PE programs of KBCD, without adequate training and support and yet with a heavy workload (e.g. class time and the teacher-student ratio), teachers may find it difficult to think thoroughly before developing and improving curricula scientifically and reasonably. It is also impossible for them to enhance the PE program of KBCD effectively and continuously. On the other hand, the child fitness test has created a valid and reliable measuring tool with the coefficient of reliability (α=0.82). There are six subscales in this test. The findings show that the sport-related fitness of young children in Macao can increase and strengthen with age, demonstrating a great disparity in comparison with other areas. The tool can also be used for examining the effectiveness of the PE program of KBCD. Thus every kindergarten may be encouraged to use this tool so as to help teachers better understand the fitness of their kindergarten children.
In theoretical analysis, after consulting a large number of documents, the study has found that lifelong sport and good health are two guiding principles of the PE program of KBCD in Macao when developing the vision based on the humanistic curriculum of“living with sport”for the PE program of KBCD. Which is built on the basis of early childhood education in Macao, borrowing the experiences of the PE programs of KBCD of the UK, the US, Australia, Hong Kong, Taiwan and mainland China for reference, as well as creating the procedures for developing the program during the stages of preparation, design, implementation, evaluation and popularization.
To bridge theory and practice, to understand the establishment of the PE program of KBCD in Macao, the study tries to identify the trends of globalization, localization and individualization in constructing the PE program of KBCD, including its goals, contents, general plan, and assessment with close attention paid to curriculum management in accordance with the idea of“living with sport”. Using idea of constructivism, it develops the contents based on motor learning and designs the game teaching method with better structure, organization and fun, in order to help relieve problems like, among it others, lack of class time, long waiting time in games, lack of practice and shortage of staff. It is also proposed that the teacher should decide the ways of assessment of PE learning of young children, and effectively combine curriculum management with teaching reflection.
Through two case studies, the research discusses the PE program of KBCD, with close attention paid to the influence and factors in development, implementation and management. The case studies prove that the PE program of KBCD can help teachers understand the principles of“good health by education”and“learning through PE”.
In addition, teachers participate in decision making at the preparatory stage, construct the contents in the design stage, and evaluate the program in the implementation stage with reflection of teaching.
It is suggested that our education department should guide the PE program of KBCD with recommendations for putting theory into practice, specify the learning goals with age levels of movement development, and provide systematic and clear teaching material for reference. The most important thing is to introduce the policy of increasing the daily PE class time. At the same time, it is also suggested that the work of developing the PE teaching material should be both scientific and meaningful. For more successful implementation in Macao, KBCD as a whole has to involve renewing teachers’notions of teaching, empowering teachers and helping them build up confidence and improve their teaching.
调查研究方面,是从教师、课程文档和幼儿三层面作深入和多面的调查,发现澳门园本自主发展的体育课程实况是目标和内容简单,教学方法单一,体育课时少、户外活动空间和户外活动时间等欠约束力、不规范、不保证幼儿身心健康发展的事实。虽然教师拥有园本体育课程设计的权利和义务,但是,缺乏培训和专业支援,在工作负荷重(课时长、师生比例大)的情况下,难以深入思考课程设计的问题,作出科学的、合理的课程设计或改善,无法有效的持续的完善园本体育课程。另一方面,本研究的幼儿体适能检测建立了具信效度(α=0.82)的检测工具和常模参照外,还发现澳门幼儿运动体适能是随年龄增长而增强的,与其他地区比较则呈现年龄越大差距越大的实况。同时,此工具亦可作为检验园本体育课程设计的有效性评定工具,亦希望藉此推广到各间幼稚园使用,方便教师了解和掌握幼儿的体适能发展状况。
理论研究,主要透过查阅大量文献探讨,得澳门园本体育课程支柱和价值取向,以终身体育和健康第一为园本体育课程体系构建的指导思想,以“生活体育”作人本主义课程观的园本体育课程愿景。建基于澳门幼稚教育的发展基础,借镜英国、美国、澳洲和两岸三地的园本体育课程发展经验,订定澳门幼儿体育课程园本化四阶段程式为筹备、设计、实施中评鉴和推广阶段。
结合理论和实际,探悉澳门园本体育课程体系的构建,依据全球化、地方化和个性化的时代性课程发展趋势,制定包括目标、内容、方略和评估,以及关注课程管理的园本体育课程体系。依“生活体育”制定园本体育课程目标体系,以建构主义知识观,以动作学习为基础的内容体系﹔针对现有的课时少、体育游戏等待时间长、练习次数少和人手不足等教学问题,创设具结构性、组织性、趣味性的游戏教学方略。提出由教师决定幼儿体育学习评估方式,将课程管理与教学反思有效结合。
本研究通过两个案进行改编和创编形式的幼儿体育课程园本化,探讨如何有效进行园本体育课程设计及园本化,并关注影响课程设计、实施和管理的效果的因素,可为澳门园本体育课程提供实例参考。个案研究验证创编的园本体育课程能协助教师以实践理解理论,能有效完成“身体教育”的体育课程目的,且课程体系符合可操作原则,有助于园本体育课程的持续完善,也为“通过身体进行教育”铺垫。此外,还证明本研究所订定的园本化程式是可行的﹕以教师参与决策的筹备阶段,支援园本体育课程内容建构的设计阶段,以教学反思为实施进行评鉴。
建议教育部门也需要提倡理论结合实践,指引各园制定园本体育课程,订定动作发展的分年龄层的学习目标,以及明确有系统的教材内容,供澳门幼稚园和教师参考﹔更重要的是着手制定政策或法令以增加体育课周课时为日课时。同时,建议澳门幼稚园在园本体育课程设计时,必须着重运用科学选编有意义的体育教材。事实上,对园本整体的课程设计亦然,必须涉及更新教师教学观念,以专家引领和合作研究的形式,帮助教师增权赋能,并建立信心提高教学效能,确保澳门园本课程持续完善发展。
The policy of free education for kindergartens in Macao is now fully implemented. It confirms that the kindergarten is the foundation of lifelong education and requires that the quality of kindergarten education should be improved continuously. Against the background of global education and curriculum reform, the study attempts to undertake positivistic research into the physical education (PE) program of kindergarten-based curriculum development (KBCD) in Macao. Different kinds of research methods, including a survey, theoretical analysis and case studies are proposed. Furthermore, this study puts forward reasonable, effective, and feasible models of the PE program of KBCD in Macao with examples for reference so as to strengthen its theory and practice.
The purpose of the survey is to better understand teachers, documents of the PE program and young children. The findings reveal that the PE program of KBCD in Macao is simple in its contents, goals, and teaching methods, without adequate class time, outdoor sports space, and outdoor activities. All of which have caused certain problems in guaranteeing both physical and psychological developments of our young children. Despite the right and obligation to develop and design their PE programs of KBCD, without adequate training and support and yet with a heavy workload (e.g. class time and the teacher-student ratio), teachers may find it difficult to think thoroughly before developing and improving curricula scientifically and reasonably. It is also impossible for them to enhance the PE program of KBCD effectively and continuously. On the other hand, the child fitness test has created a valid and reliable measuring tool with the coefficient of reliability (α=0.82). There are six subscales in this test. The findings show that the sport-related fitness of young children in Macao can increase and strengthen with age, demonstrating a great disparity in comparison with other areas. The tool can also be used for examining the effectiveness of the PE program of KBCD. Thus every kindergarten may be encouraged to use this tool so as to help teachers better understand the fitness of their kindergarten children.
In theoretical analysis, after consulting a large number of documents, the study has found that lifelong sport and good health are two guiding principles of the PE program of KBCD in Macao when developing the vision based on the humanistic curriculum of“living with sport”for the PE program of KBCD. Which is built on the basis of early childhood education in Macao, borrowing the experiences of the PE programs of KBCD of the UK, the US, Australia, Hong Kong, Taiwan and mainland China for reference, as well as creating the procedures for developing the program during the stages of preparation, design, implementation, evaluation and popularization.
To bridge theory and practice, to understand the establishment of the PE program of KBCD in Macao, the study tries to identify the trends of globalization, localization and individualization in constructing the PE program of KBCD, including its goals, contents, general plan, and assessment with close attention paid to curriculum management in accordance with the idea of“living with sport”. Using idea of constructivism, it develops the contents based on motor learning and designs the game teaching method with better structure, organization and fun, in order to help relieve problems like, among it others, lack of class time, long waiting time in games, lack of practice and shortage of staff. It is also proposed that the teacher should decide the ways of assessment of PE learning of young children, and effectively combine curriculum management with teaching reflection.
Through two case studies, the research discusses the PE program of KBCD, with close attention paid to the influence and factors in development, implementation and management. The case studies prove that the PE program of KBCD can help teachers understand the principles of“good health by education”and“learning through PE”.
In addition, teachers participate in decision making at the preparatory stage, construct the contents in the design stage, and evaluate the program in the implementation stage with reflection of teaching.
It is suggested that our education department should guide the PE program of KBCD with recommendations for putting theory into practice, specify the learning goals with age levels of movement development, and provide systematic and clear teaching material for reference. The most important thing is to introduce the policy of increasing the daily PE class time. At the same time, it is also suggested that the work of developing the PE teaching material should be both scientific and meaningful. For more successful implementation in Macao, KBCD as a whole has to involve renewing teachers’notions of teaching, empowering teachers and helping them build up confidence and improve their teaching.
引文
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①例如《百年中国幼教》及《澳门教育概论》均将澳门幼教之发展以1991年为界分作放任自流及规范化阶段。《香港与澳门的教育与社会:从比较角度看延续与变化》则以1987年划分。
②黄树诚.《幼儿体育课程的中国珠海个案研究:对香港和澳门幼儿体育课程改革之启示》[J].教育曙光,1996/37:114-122
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①马约翰.《体育运动迁移价值》[D].美国:春田学院,1926
②马启伟.《中小学体育教育中的身心教育——体育教育的迁移价值》[EB].卡江阳教育网站. 2002.9.11
③David Kirk.“Defining physical education : the social construction of a school subject in postwar Britain”[M]. London ; Washington, D.C. : Falmer, 1992:150
④AAHPERD - American Alliance for Health, Physical Education, Recreation and Dance
⑤Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers. 2000:3
⑥Howard Gardner.“Frames of Mind: The Theory of Multiple Intelligences”[M]. New York: Basic Books, 1983
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①Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers, 2000:17
②Schmahmann J D.“Rediscovery of an early concept”[A]. In:Schmahmann J D (ed).“The Cerebellum and Cognition”[M]. Boston: Acdamic Press,1997
③Eric Jensen.“Teaching with the brain in mind”[M]. Alexandria, Va. : Association for Supervision and Curriculum Development, 2005:61.
④Jean Blaydes.“Advocacy: A Case for Daily Quality Physical Education”[EB]. Action Based Learning, 2004
⑤Hinkle, J. Scott.“School Children and Fitness: Aerobics for Life”[DB].: ERIC Clearinghouse on Counseling and Personnel Services Ann Arbor M, 1992
⑥同⑤
①苗大培.《论体育生活方式》[M].北京:体育大学出版社,2004:9
①Summerfield, Liane M.“Promoting Physical Activity and Exercise among Children”[DB]: ERIC Clearinghouse on Teaching and Teacher Education Washington DC, 1998
①Stephen J. Silverman, Catherine D. Ennis.“Student learning in physical education : applying research to enhance instruction”[M]. Champaign, IL : Human Kinetics, 2003:209
①②顾荣芳.《幼儿园健康教育》[M].北京:人民教育出版社,2004:3-8
③Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers, 2000
④澳门特别行政区体育发展局.《2001年澳门特别行政区成年人体质监测报告》[R].澳门:体育发展局,2002
①锺启泉.《课程与教学概述》[M].上海:华东师范大学出版社,2004:3-4
②Stephen J. Silverman, Catherine D. Ennis.“Student learning in physical education : applying research to enhance instruction”[M]. Champaign, IL : Human Kinetics, 2003:110 33
①锺启泉.《课程与教学概述》[M].上海:华东师范大学出版社,2004:29
①朱家雄.《幼儿园课程》[M].上海:华东师范大学出版社,2003:17
②石筠弢、唐淑.《幼儿园课程基本理论和整体改革》[M].南京:南京师范大学出版社1997:179
①朱家雄.《幼儿园课程》[M].上海:华东师范大学出版社,2003
①中华人民共和国教育部.《幼儿园教育指导纲要(试行)》[M].北京:师范大学出版社,2001
②上海市教委教研室.《幼儿园课程园本化—理论与实践的研究》[M].上海:教育出版社,2004:5
①资料来源于刘羡冰.《澳门教育百年史》[M].北京:人民教育出版社,2000.10。文中据1980年的《澳门年鉴》所载,当时澳葡政府已承认十所教育机构,当中包括一所官立幼儿学校,故此幼儿学校成立之时间有可能更早。
②资料来源于邓开颂.《澳门历史新说》[M].河北:花山文艺出版社,2001.1: 809。及刘羡冰.《澳门教育百年史》[M].北京:人民教育出版社,2000.10
①见中国学前教育研究会.《百年中国幼教》[M].北京:教育科学出版社,2003.10: 250-251
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④资料取自www.dsej.gov.mo网站内,澳门教育制度及其补充法令(非高等)﹔以及参考陈端仪.《澳门学前教育现况与法规研究》[D].澳门:澳门大学教育学院,2000:18;冯增俊.《澳门教育概论》[M].广州:广东教育出版社,1999.12:152;澳门幼儿教育法规一览表。由1991-1999年间,澳葡政府出台的幼儿教育法律、法令、训令及批示有24项之多﹔而回归后1999-2005年间所发出之批示4项,则大部分与官立幼儿园的重整分布与撤销有关﹔及一项免费教育津贴调整以推小班教学。
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②详阅第41/97/M号法令一九九七年九月十六日核准。命令公布幼儿园及中小学教师之培训规定。(包括短期课程或工作坊-平均每个课程的学时15~20小时及25人,讲座的时间约2-3小时-30至150人不等)。
③由1998年的20%至2004年的5%,資料來源自1998-2005年間教青局舉辦的教師延續培訓課程中幼兒體能課程與同期幼兒教育課程之統計。
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①澳门特别行政区体育发展局.《2002年澳门特别行政区的幼儿体质监测报告》[R].澳门:体育发展局,2003.9
②澳门特别行政区体育发展局.《2005年澳门特别行政区市民体质监测报告》[R].澳门:体育发展局. 2006.3
①例如《百年中国幼教》及《澳门教育概论》均将澳门幼教之发展以1991年为界分作放任自流及规范化阶段。《香港与澳门的教育与社会:从比较角度看延续与变化》则以1987年划分。
②黄树诚.《幼儿体育课程的中国珠海个案研究:对香港和澳门幼儿体育课程改革之启示》[J].教育曙光,1996/37:114-122
③黄树诚.《中国珠海和澳门政府幼儿园体育课程的比较》[J],教育曙光,1999/ 40:58 - 70
①潘慧玲.《教育研究的取径-概念与应用》[M].上海﹕华东师范大学出版社, 2004
①许丽凤.《幼儿体能游戏》[M].台北:书泉出版社,1996
①潘慧玲.《教育研究的取径-概念与应用》[M].上海﹕华东师范大学出版社, 2004
①白芸.《质的研究指导》[M].北京:教育科学出版社,2002
①马启伟.《中小学体育教育中的身心教育——体育教育的迁移价值》[EB].卡江阳教育网站. 2002.9.11
②苗大培.《论体育生活方式》[M].北京:体育大学出版社,2004:7
③《苏联体育百科全书》[M].北京:中国大百科全书出版社,1986
①陈能治.《以全人教育理念作为通识教育的核心价值》[A].高雄:人文价值与生命关怀通识课程之理论基础研讨会[C],2002
②黄俊杰.《大学通識教育探索:台湾经验与启示》[M].台湾:“中华民国”通識教育学会,2002:第一章
③何远忠.《卢梭的自然主义体育思想之研究》[D].台湾:台湾师范大学体育学系,1999
①马约翰.《体育运动迁移价值》[D].美国:春田学院,1926
②马启伟.《中小学体育教育中的身心教育——体育教育的迁移价值》[EB].卡江阳教育网站. 2002.9.11
③David Kirk.“Defining physical education : the social construction of a school subject in postwar Britain”[M]. London ; Washington, D.C. : Falmer, 1992:150
④AAHPERD - American Alliance for Health, Physical Education, Recreation and Dance
⑤Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers. 2000:3
⑥Howard Gardner.“Frames of Mind: The Theory of Multiple Intelligences”[M]. New York: Basic Books, 1983
⑦Taras, H.L.“Physical activity of young children in relation to physical and mental health”[A]. In C. M. Hendricks, (Ed.),“Young children on the grow: Health activity, and education in the preschool setting”[M]. Washington, D. C.: Eric Clearinghouse, 1992:33-42
①Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers, 2000:17
②Schmahmann J D.“Rediscovery of an early concept”[A]. In:Schmahmann J D (ed).“The Cerebellum and Cognition”[M]. Boston: Acdamic Press,1997
③Eric Jensen.“Teaching with the brain in mind”[M]. Alexandria, Va. : Association for Supervision and Curriculum Development, 2005:61.
④Jean Blaydes.“Advocacy: A Case for Daily Quality Physical Education”[EB]. Action Based Learning, 2004
⑤Hinkle, J. Scott.“School Children and Fitness: Aerobics for Life”[DB].: ERIC Clearinghouse on Counseling and Personnel Services Ann Arbor M, 1992
⑥同⑤
①苗大培.《论体育生活方式》[M].北京:体育大学出版社,2004:9
①Summerfield, Liane M.“Promoting Physical Activity and Exercise among Children”[DB]: ERIC Clearinghouse on Teaching and Teacher Education Washington DC, 1998
①Stephen J. Silverman, Catherine D. Ennis.“Student learning in physical education : applying research to enhance instruction”[M]. Champaign, IL : Human Kinetics, 2003:209
①②顾荣芳.《幼儿园健康教育》[M].北京:人民教育出版社,2004:3-8
③Rae Pico.“Experiences in Movement with Music, Activities, and Theory”[M]. Albany, N.Y. : Delmar Publishers, 2000
④澳门特别行政区体育发展局.《2001年澳门特别行政区成年人体质监测报告》[R].澳门:体育发展局,2002
①锺启泉.《课程与教学概述》[M].上海:华东师范大学出版社,2004:3-4
②Stephen J. Silverman, Catherine D. Ennis.“Student learning in physical education : applying research to enhance instruction”[M]. Champaign, IL : Human Kinetics, 2003:110 33
①锺启泉.《课程与教学概述》[M].上海:华东师范大学出版社,2004:29
①朱家雄.《幼儿园课程》[M].上海:华东师范大学出版社,2003:17
②石筠弢、唐淑.《幼儿园课程基本理论和整体改革》[M].南京:南京师范大学出版社1997:179
①朱家雄.《幼儿园课程》[M].上海:华东师范大学出版社,2003
①中华人民共和国教育部.《幼儿园教育指导纲要(试行)》[M].北京:师范大学出版社,2001
②上海市教委教研室.《幼儿园课程园本化—理论与实践的研究》[M].上海:教育出版社,2004:5
①资料来源于刘羡冰.《澳门教育百年史》[M].北京:人民教育出版社,2000.10。文中据1980年的《澳门年鉴》所载,当时澳葡政府已承认十所教育机构,当中包括一所官立幼儿学校,故此幼儿学校成立之时间有可能更早。
②资料来源于邓开颂.《澳门历史新说》[M].河北:花山文艺出版社,2001.1: 809。及刘羡冰.《澳门教育百年史》[M].北京:人民教育出版社,2000.10
①见中国学前教育研究会.《百年中国幼教》[M].北京:教育科学出版社,2003.10: 250-251
②刘羡冰.《澳门教育百年史》[M].北京:人民教育出版社,2000.10:13。
③冯增俊.《澳门教育概论》[M].广州:广东教育出版社. 1999.12:150。
④资料取自www.dsej.gov.mo网站内,澳门教育制度及其补充法令(非高等)﹔以及参考陈端仪.《澳门学前教育现况与法规研究》[D].澳门:澳门大学教育学院,2000:18;冯增俊.《澳门教育概论》[M].广州:广东教育出版社,1999.12:152;澳门幼儿教育法规一览表。由1991-1999年间,澳葡政府出台的幼儿教育法律、法令、训令及批示有24项之多﹔而回归后1999-2005年间所发出之批示4项,则大部分与官立幼儿园的重整分布与撤销有关﹔及一项免费教育津贴调整以推小班教学。
④Louis Cohen, Lawrence Manion and Keith Morrison.“Research methods in education"[M]. New York: RoutledgeFalmer, 2000
①陈端仪.《澳门学前教育现况与法规研究》[D].澳门:澳门大学教育学院,2000
②详阅第41/97/M号法令一九九七年九月十六日核准。命令公布幼儿园及中小学教师之培训规定。(包括短期课程或工作坊-平均每个课程的学时15~20小时及25人,讲座的时间约2-3小时-30至150人不等)。
③由1998年的20%至2004年的5%,資料來源自1998-2005年間教青局舉辦的教師延續培訓課程中幼兒體能課程與同期幼兒教育課程之統計。
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③陈慧淑.《校本课程发展影响因素之研究-以高雄市国民小学为例-》[D].国立屏东师范学院国民教育研究所, 2003
④王皋华.《体育新课程设计》[M].北京:高等教育出版社,2003
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②同①
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②许卓娅.学前儿童体育[M].南京:南京师范大学出版社,2003年
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①黄意舒.《幼儿教育课程发展:教师的省思及深思》[M].台北:五南出版社,1999
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