國家教育研究院

　　臺灣人口危機比地球暖化更危急，在各國生育率止跌回升的現況裡「不婚」、「晚婚」、「晚產」與「少胎」的因素，讓臺灣生育率落入全球最低的榜首。

　　自1963 年戰後嬰兒潮42.72 萬人到1968 年實施家庭計畫的39.4 萬人，1984年以後則陷入人口危機，由37 萬人到2009 年的19.1 萬人，預估至2029年臺灣的出生率將祇有16 萬人左右。除了人口危機外，家庭型態變遷的大位移，也由「單親家庭」、「祖孫家庭」以及「夫婦家庭」取代原有的「核心家庭」。面對少子女化，以及「雙薪」、「新住民」、「隔代教養」以及「單親家庭」等型態，家庭型態重組後，幼兒園課程與教學的調整以及家園新夥伴關係的建立與互動是本研究的重點。

　　本研究採文獻與文件的系統評述、焦點團體訪談、視覺俗民誌以及深度訪談為研究方法。

　　研究目的如下:
第一年 民國100 年元月1 日至12 月31 日止
1. 分析臺灣幼稚園課程標準對「輔助家庭教育」之論述。
2. 瞭解家庭變遷趨勢下，各國幼兒教育因應之道。
3. 探討家庭變遷趨勢下，臺灣少子化、雙薪、新住民、隔代教養，以及單親家庭幼兒之生活經驗。

第二年 民國101 年元月1 日至12 月31 日止
4. 評析家庭趨勢變遷下，少子女、雙薪、新住民、隔代教養，以及單親家庭對幼兒園課程與教學之期待。
5. 檢視「幼兒園教保活動暫行大綱」對幼兒園課程教學與家庭之論述，及其在變遷趨勢下與各型態家庭幼兒生活和學習之關係。
6. 形構在臺灣家庭變遷脈絡下，幼兒園課程與教學之樣貌。

　　研究成效如下:
1. 釐析臺灣歷年來幼稚園課程標準對「輔助家庭教育」之論述與方法。
2. 理解並分析臺灣家庭變遷趨勢下，少子女化、雙薪、新住民、隔代教養，及單親家庭幼兒之生活經驗。
3. 搜集並分析少子女、雙薪、新住民、隔代教養以及單親家庭，對幼兒園課程與教學之期待，理解在家庭變遷趨勢下「庶民」之教育觀。
4. 檢視「幼兒園教保活動暫行大綱」對幼兒園課程與教學之論述，及其與不同家庭型態幼兒生活經驗之關聯。
5. 評析現行幼教課程與教學和「庶民」教育觀之異同、矛盾或共構關係。

　　依據變遷趨勢形構在臺灣家庭變遷趨勢脈絡下幼兒園課程與教學，以利本土幼兒教育理論與實踐之建構。

　　Taiwan’s population crisis is worse than the global warming. While the global birth rate is bouncing from the valley, Taiwan’s birth rate is at the bottom of the world due to phenomena like “no marriage”, “late marriage”, “late birth” and “low birth rate”.

　　As the baby-booming 427.2 thousand newly born children in 1963 dropping to 394 thousand newly born children in 1968 under birth-control policy, it gets worse since 1984. There were only 191 thousand newly-born children in 2009. It is estimated that there will be only 160 thousand newly born children in 2029. Except for the population crisis, the pattern of the family is also under major transition. Single-parent family, grandparent-grandchildren family and husband-wife family replace the traditional core family. Facing this “baby-bust” and the new family patterns like dual-income family, new immigrants, intergenerational child-rearing family, adjustment of kindergarten’s curriculum and instruction and the new relationship between family members have become a primary issue. That is the exact focus of this research project.?

　　The research methods include document review, focus group, visual ethnography and in-depth interview.

　　The purposes of the research are as following:
Year 1 – 01/01/2011-12/31/2011
1. To analyze the arguments on “assistant family education” in Taiwan’s kindergarten curriculum.
2. To understand how other countries’ early childhood education react on family transition.
3. To explore the life experience of low-fertility family, dual-income family, new immigrants, intergenerational child-rearing family and single-parent children under the current trends of family transition.

Year 2 – 01/01/2012–12/31/2012
4. To review and analyze the expectations on curriculum and instruction from low-fertility family,
dual-income family, new immigrants, intergenerational child-rearing family and single-parent family under trends of family transition.
5. To review the descriptions of family in oncoming kindergarten curriculum guideline and their mutual relationships.
6. To construct kindergarten’s curriculum and instruction under current family transition.

　　The results are:
1. To analyze the arguments on “assistant family education” in Taiwan’s kindergarten curriculum over the years.
2. To explore and analyze the life experience of low-fertility family, dual-income family, new immigrants, intergenerational child-rearing family and single-parent children under the current trends of family transition.
3. To collect and analyze the expectations on curriculum and instruction from low-fertility family, dual-income family, new immigrants, intergenerational child-rearing family and single-parent family under trends of family transition in order to depict the views of education from the perspective of the mass.
4. To review the descriptions of family in oncoming kindergarten curriculum guideline and their relationships among the children from different family patterns.
5. To review and analyze the commonplace, difference, contradictions or co-construction between current curriculum and instruction.

　　To construct local kindergarten’s curriculum and instruction based on current family transition.
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