臺灣博碩士論文加值系統

在重要的啟蒙階段，當幼兒面臨諸如低社經、貧窮、家庭結構弱勢的多重困境時，往往會無法獲得充足的家庭資源，不僅使孩子有很高程度在日後無法脫離貧窮，更淪為階級再製下的受害者。國內外諸多研究也證實不利的先天環境會造成幼兒的認知能力及日後學習成就的落差性，也因此多國政府為補苴罅漏，多以積極差別待遇理念執行各項補助政策，臺灣政府亦以此理念為根本投入國庫鉅款，希冀得以消弭幼兒時期，甚至日後更高教育階段的學習差距。而由於幼兒弱勢補助政策往往花費甚鉅，因此對政策成效進行評估的研究往往相當重要，並引起研究者的高度關注。然而國內卻鮮少有幼兒弱勢補助政策成效評估的相關研究，而本研究的目的主要正式為了彌補這樣的研究缺口。本研究以876位小學五年級學生的回溯性調查資料進行其學前認知能力與小五學業成績的差異探討。研究結果發現家境愈貧困的學生，或曾領有幼兒弱勢補助的學生認知能力較差，學科成績也顯著較差。此外，就讀公立園所之教育經驗似乎不利於學生的學習表現，這似乎反映出公立幼兒園幼兒的學習成效不如私立幼兒園。最後，出身於貧困家庭的學生，除了會在學前階段愈傾向於就讀公立幼兒園外，就讀幼兒園年數與才藝補習機會亦愈少，家長也較無能力陪伴其學習或購置圖書給孩子，更遑論帶領幼兒欣賞藝文活動，家庭教育資源明顯較為匱乏，這都會造成孩子在就讀幼兒園時的認知能力明顯較差，進而不利於往後五年級的學習成就表現。而領有幼兒弱勢補助的學生，仍傾向就讀公立幼兒園，入小學前父母親也較少教導他學新知識，也沒有能力購置圖書，使孩子認知能力發展不如未領補助家庭的幼兒，也導致孩子在日後五年級的學業成績亦較差。文末，本研究依分析結果針對學前教育與弱勢福利補助政策等方面提出些許反省與建議。

When infants are faced with multiple difficulties in the important enlightenment stage, such as low socioeconomic status, poverty, and weak family structure, they often cannot acquire sufficient family resources. Thus, to a large extent, such children cannot escape poverty in the future, and they may become the victims of class reproduction. Numerous researches at home and abroad also verify that an unfavorable congenital environment will result in infants’ drop in cognitive ability and future academic achievement. Therefore, several governments implement various subsidy policies according to the concept of actively differential treatment, in order to make up for shortcomings; and based on such a concept, the Taiwanese government invests a huge sum of money in the treasury in the hope of eliminating learning gaps in both early childhood and at the higher education stage in the future. In addition, as the expenses of subsidy policies in weak infants often cost a great deal, research on the evaluation of policy effectiveness is quite important, and draws the attention of researchers. However, there are rare researches related to the evaluation of subsidy policy effectiveness in weak infants in Taiwan. The main purpose of this study is to fill such research gap. The retrospective survey data for 876 elementary students in Grade 5 were used to discuss the difference between students’ pre-school cognitive ability and academic achievement at the Grade 5 level in this study. The findings showed that students whose family financial situation is poor, or who have received subsidies for weak infants, have poorer cognitive ability and significantly poor academic achievement. In addition, the education experience of studying in public kindergarten seemingly is not good for students’ academic achievements, which seems to indicate that academic achievement in public kindergarten is inferior to that in private kindergarten. In the end, on one hand, students from poorer families are more inclined to study in public kindergarten in the pre-school stage, and they will have fewer opportunities in education time in kindergarten and after-school learning in talents and skills. On the other hand, parents have no ability to accompany children’s learning or buy books for them, let alone leading children to appreciate literary and artistic activities. Thus, the family education resources are obviously scanty, which will lead to children’s significant difference in cognitive ability when studying in kindergarten, and furthermore, will not achieve good academic performance at the Grade 5 level in the future. The students who receive subsidies as weak students still tend to study in public kindergartens. Before entering elementary school, parents rarely teach children how to learn new knowledge and have no ability to buy books, thus, children’s cognitive ability development is inferior to those without subsidies, leading to children’s poorer academic achievement at the Grade 5 level in future. At the end of this paper, based on the analysis results, this study proposes several introspection and suggestions in terms of pre-school education and welfare subsidy policy for weak groups.

目次
第一章　緒論 1
　第一節　研究動機 1
　第二節　研究目的 5
　第三節　名詞釋義 6
第二章　文獻探討 9
　第一節　教保品質對幼兒日後學習成就的影響 9
　第二節　家庭貧困對幼兒教保品質與學習成就的影響 11
　第三節　幼兒弱勢補助政策的意涵與其被賦予之角色任務 13
　第四節　幼兒弱勢補助政策對教保品質及幼兒認知發展的影響 16
第三章　研究方法 21
　第一節　研究架構與假設 21
　第二節　資料來源 23
　第三節　變項測量 24
　第四節　分析方法 27
第四章　研究結果與分析 29
　第一節　概況分析 29
　第二節　家庭貧困、幼兒弱勢補助對學生學習的影響機制 41
第五章　結論、討論與建議 49
　第一節　結論 49
　第二節　討論 51
　第三節　建議 54
參考文獻 59
中文部分 59
英文部分 63
附錄 71
附錄一　學校教育調查之學生問卷 71
附錄二　學校教育調查之家長問卷 76

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