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研究生:張欣茹
研究生(外文):Hsin-Ru Chang
論文名稱:幼稚園課程模式與教師教學信念之研究-以台中縣市為例
論文名稱(外文):A study of teachers' instruction beliefs and curriculum models of kindergartens - taking Taichung area as an example
指導教授:郭秋勳郭秋勳引用關係
指導教授(外文):Chu-Hsun Kuo
學位類別:碩士
校院名稱:明道大學
系所名稱:教學藝術研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:152
中文關鍵詞:課程模式、教學信念、幼稚園教師
外文關鍵詞:Curriculum modelInstructional beliefKindergarten teacher
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本研究旨在瞭解台中縣市地區幼稚園課程模式與教師教學信念之實施現況及差異情形、分析幼稚園課程模式與教師教學信念之相關性,並進而探究幼稚園課程模式對教師教學信念之預測力。本研究採分層隨機抽樣法於2007年5月進行問卷調查,研究樣本取自77所台中縣市公私立幼稚園教師共330人;研究工具為研究者自編「幼稚園課程模式及教師教學信念現況調查問卷」;所得資料以SPSS 12.0 for Windows軟體進行t考驗、單因子變異數分析、皮爾遜積差相關、及多元迴歸等統計分析,並輔以質性個案訪談,彌補量化研究之不足。本研究的重要發現如下:
1、台中地區幼稚園中,有近六成園所選用「主題教學課程模式」,近三成園所選用「單元教學課程模式」。
2、不同背景變項之幼稚園教師,其教學信念只有在「年齡」和「教學年資」向度上具有顯著差異,而在其他向度上皆無顯著差異;幼稚園教師對其教學信念不因選用課程模式的不同而有所差異,皆具有高度的認同與支持。
3、除「師生關係」外,「單元教學課程模式」對教師教學信念各層面皆具有低度負相關;「主題教學課程模式」對教師教學信念各層面皆具有低度正相關。
4、「單元教學課程模式」對其教師教學信念中之「教材教法」、「親師合作」和「教師角色」層面具有預測力。
本研究依據研究結果,提出對幼稚園課程模式選用,與教師教學信念之相關具體建議,供教育主管機關,及幼教機構辦學、教師進修之參考。
The aims of this research were:1. to probe into the kindergarten teachers’ perceptions about the curriculum models that employed by kindergartens; 2. to probe into the teachers' instructional beliefs of kindergartens; and 3. to analyze the relationships between the curriculum models and teachers' instructional beliefs of kindergartens. Questionnaire survey was employed as the major research method. A stratified random sampling design was used to select 330 full-time teachers of public and private kindergartens in Taichung, Taiwan during the 2007 schooling year. A self-administered questionnaire was used to gather the research data. t-test, ANOVA, and Pearson moment correlation analysis, and multiple regression analysis methods were used to interpret the collected data. Face-to-face interviews were implemented as remedy to support the deficiency of quantitative study.
The major findings of this study are as follows: 1. Nearly 60% kindergartens prefer to choose “the theme teaching curriculum model”, and 30% kindergartens prefer to choose “the unit teaching curriculum model” in Taichung area. 2. There are existedno significant differences among background variables and the perceptions of most teaching beliefs aspects except the “age” and “teaching period of service” variable; almost all kindergarten teachers have shown highly agree to the curriculum models that their kindergartens selected. 3. There are existed low level negative relationships between “the unit teaching curriculum model” and the perception of teaching beliefs except the “teacher and student relations” variable. There are existed low level positive relationships between “the theme teaching curriculum model” and the perception of teaching beliefs of kindergarten teachers. 4. Kindergartens that employing “the unit teaching curriculum model” has shown significant prediction powers of explaining the variances of teaching beliefs including “teaching methods and contents”, “parenting cooperation”, and “teacher roles”.
According to the study results, some suggestions and recommendations are proposed as guidance for improving teaching quality for kindergartens.
中文摘要 ………………………………………………………………………………Ⅰ
英文摘要 ………………………………………………………………………………Ⅱ
目次 ……………………………………………………………………………………Ⅲ
表次 ……………………………………………………………………………………Ⅴ
圖次 ……………………………………………………………………………………Ⅶ
第一章 緒論 ………………………………………………………………………… 1
第一節 研究動機與目的 …………………………………………………………… 1
第二節 研究問題與假設 …………………………………………………………… 6
第三節 重要名詞解釋 ……………………………………………………………… 6
第四節 研究範圍與限制 …………………………………………………………… 8
第二章 文獻探討 ……………………………………………………………………11
第一節 我國幼稚園之現況及相關法令 ……………………………………………11
第二節 幼稚園課程模式之探討 ……………………………………………………17
第三節 教師教學信念理論與研究 …………………………………………………33
第四節 幼稚園課程模式與教師教學信念之相關研究評析 ………………………42
第五節 本章小結 ……………………………………………………………………50
第三章 研究設計與實施 ……………………………………………………………53
第一節 研究架構 ……………………………………………………………………53
第二節 研究對象 ……………………………………………………………………54
第三節 研究工具與流程 ……………………………………………………………55
第四節 資料分析 ……………………………………………………………………59
第四章 研究結果與討論 ……………………………………………………………63
第一節 幼稚園課程模式之現況分析討論 …………………………………………63
第二節 不同背景變項教師之教學信念之差異分析與討論 ………………………77
第三節 不同課程模式與教師教學信念取向之相關分析與討論 …………………94
第四節 不同課程模式與教師教學信念之預測力分析與討論 ……………………96
第五節 教師訪談分析與討論 ………………………………………………………99
第五章 結論與建議 ……………………………………………………………109
第一節 結論 …………………………………………………………………109
第二節 建議 …………………………………………………………………113
參考文獻 ……………………………………………………………………………117
一、中文部分 ………………………………………………………………………117
二、英文部分 ………………………………………………………………………125
附錄一 台中縣市幼稚園課程模式及教師教學信念調查問卷(專家效度問卷)……129
附錄二 實施研究工具之專家效度檢驗指導教授推薦函 ……………………………139
附錄三 預試問卷修正資料 ……………………………………………………………140
附錄四 預試問卷回收一覽表 …………………………………………………………143
附錄五 幼稚園課程模式及教師教學信念現況調查問卷(正式問卷) ……………144
附錄六 正式問卷回收一覽表 …………………………………………………………148
附錄七 訪談大綱 ………………………………………………………………………151
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