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研究生:周吟馨
研究生(外文):Chou Yin-Hsin
論文名稱:家長電腦態度及其對電腦運用於幼兒園教學的看法之初探:以資訊科技產業家長為例
論文名稱(外文):An exploratory study on parent’s computer attitude and their perspectives on using computer for instructional activities in childcare center: The case of parents who work in information Technology industry.
指導教授:黃倩儀黃倩儀引用關係
指導教授(外文):Chien-Yi Huang
學位類別:碩士
校院名稱:國立台北護理學院
系所名稱:嬰幼兒保育研究所
學門:社會服務學門
學類:兒童保育學類
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:145
中文關鍵詞:資訊科技產業電腦態度資訊科技融入教學幼兒電腦教學幼兒資訊教育
外文關鍵詞:information technology industrycomputer attitudeinformation technology integrated instructioncomputer instruction of young childreninformation education of young children
相關次數:
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本研究旨在瞭解資訊科技產業家長電腦態度及其對於電腦運用於幼兒園教學的看法,為量化研究取向,採用問卷調查法蒐集實證資料加以統計分析,進行探索性研究。
根據研究結果發現,家長電腦態度以及對電腦運用在幼兒園教學的看法,兩者皆偏正向;其電腦態度愈正向,對電腦運用在幼兒園教學的看法,也會愈正向。在電腦態度方面,父親及在校所學與電腦關係密切之家長顯著較為正向;而在對電腦運用於幼兒園教學的看法方面,大多數家長都認同幼兒園運用電腦進行教學,及電腦對於幼兒學習發展的助益,並且願意在家中提供接觸的機會;但是,對於電腦可能產生的視力、健康問題以及不當使用造成的負面影響還是感到擔憂;此外,對於實施方式、課程內容等也沒有清楚的概念,顯得無所適從。
因此,政府及教育主管機關應重視國民正向電腦態度之發展,明訂電腦運用於幼兒園教學的標準,將運用電腦進行教學納入幼兒園評鑑項目,提供幼兒園教師在職訓練課程,成立幼兒園運用電腦進行教學的資源網站;師資培育機構則宜重視職前幼兒園教師在電腦知能方面的訓練課程,提供職前幼兒園教師運用電腦進行教學的相關訓練課程;幼兒園及教師則可順勢運用電腦於教學上,提供家長如何引導幼兒正確使用電腦的資訊、告知運用電腦教學的情形、促進家長正向電腦態度的發展並重視家長參與。
The purpose of this study was to find out computer attitude of parents who work in Information technology industry and their perspectives on computer integrated instruction applied in childcare center. Questionnaire was used to collect parent’s opinions. Statistical and analyzation was applied in this study.
Results showed that parent’s computer attitude and their opinions regarding computer integrated instructions was positive; the more positive the computer attitude was, the more positive of computer integrated instructions would be. From the aspect of computer attitude, fathers (but not mothers), and parents whose major were related to computer technology held more positive computer attitude. From the aspect of computer integrated instructions, most parents agreed to use computer as a tool for education, and they did see the advantage of computer usage in children’s learning process. However, parents were still worried about the possible disadvantages that computer integrated instructions might bring to their children, such as optical or psychosomatic health problems. Besides, parents did not have very clear understanding about how computer integrated instructions would be applied, or what the instructional contents would be.
Therefore, government and educational administration should have guidelines on the positive development of citizen computer attitude and should give standards on computer integrated instructions in childcare center. Teacher-training schools should plan pre-service training courses, and provide in-service training, too. Childcare centers and teachers could not only use computer as a tool during teaching process, but also provide parents with information on guiding children’s computer usage. More importantly, parents should be informed about the status of computer integrated instructions and program should be implemented to encourage parent’s participation.
目 錄
中文摘要……………………………………………………………………………Ⅰ
英文摘要……………………………………………………………………………Ⅱ
目錄……………………………………………………………………………Ⅲ
表次……………………………………………………………………………Ⅴ
圖次……………………………………………………………………………Ⅶ
第一章 緒論…………………………………………………………………………1
第一節 研究動機…………………………………………………………………3
第二節 研究目的…………………………………………………………………5
第三節 研究問題…………………………………………………………………6
第四節 名詞釋義…………………………………………………………………7
第五節 研究範圍與限制…………………………………………………………8
第二章 文獻探討……………………………………………………………………10
第一節 電腦態度……………………………………………………………….10
第二節 電腦運用於幼兒園教學……………………………………………….21
第三節 NAEYC對於電腦運用於幼兒園教學之建議………………………….37
第三章 研究方法………………………………………………………………….45
第一節 實施程序……………………………………………………………….45
第二節 研究架構……………………………………………………………….46
第三節 研究對象……………………………………………………………….47
第四節 研究工具……………………………………………………………….47
第五節 資料處理……………………………………………………………….62
第四章 研究結果與討論………………………………………………………….64
第一節 樣本基本資料分析…………………………………………………….64
第二節 電腦態度……………………………………………………………….69
第三節 對電腦運用於幼兒園教學的看法…………………………………….88
第四節 電腦態度與對電腦運用在幼兒園教學的看法之關係………………104
第五章 結論與建議………………………………………………………………107
第一節 結論……………………………………………………………………107
第二節 建議……………………………………………………………………117
參考文獻……………………………………………………………………………126
附 錄……………………………………………………………………………….139

表次
表2-1 PreK-12學生基本資訊能力……………………………………………….22
表3-1 家長電腦態度量表之向度與題項內容……………………………………49
表3-2 家長對電腦運用於幼兒園教學的看法之向度與題項內容………………50
表3-3 專家效度之結果統整表……………………………………………………53
表3-4 電腦態度量表之KMO與Bartlett檢定 …………………………………56
表3-5 電腦態度量表之因素分析…………………………………………………57
表3-6 對電腦運用於幼兒園教學的看法之量表KMO與Bartlett檢定 ………57
表3-7 對電腦運用於幼兒園教學的看法之量表因素分析………………………58
表3-8 因素分析後「對電腦運用在幼兒園教學的看法之量表」向度與問卷題項….59
表3-9 對電腦運用於幼兒園教學的看法之量表第二次因素分析………………61
表3-10 電腦態度量表之內部一致性分析……………………………………….62
表4-1 基本資料之「性別」變項百分比…………………………………………64
表4-2 基本資料之「年齡」變項百分比…………………………………………65
表4-3 基本資料之「年齡」變項合併後百分比…………………………………65
表4-4 基本資料之「教育程度」變項百分比……………………………………66
表4-5 基本資料之「教育程度」變項合併後百分比……………………………66
表4-6 基本資料之「科系」變項百分比…………………………………………67
表4-7 基本資料之「家庭月收入」變項百分比…………………………………68
表4-8 基本資料之「家庭月收入」變項合併後百分比…………………………68
表4-9 研究對象之基本資料分佈情形……………………………………………69
表4-10 電腦態度之平均分數…………………………………………………….70
表4-11 電腦態度五向度中各題之平均分數…………………………………….71
表4-12 性別與電腦態度量表之T檢定………………………………………….72
表4-13 性別與電腦態度各向度之T檢定……………………………………….73
表4-14 年齡與電腦態度量表之單因子變異數分析…………………………….74
表4-15 年齡與電腦態度各向度之平均數排序………………………………….75
表4-16 年齡與電腦態度各向度之單因子變異數分析………………………….76
表4-17 教育程度與電腦態度量表之單因子變異數分析……………………….77
表4-18 教育程度與電腦態度各向度之平均數排序…………………………….78
表4-19 教育程度與電腦態度各向度之單因子變異數分析…………………….79
表4-20 科系與電腦態度量表之單因子變異數分析…………………………….80
表4-21 科系與電腦態度各向度之平均數排序………………………………….81
表4-22 科系與電腦態度各向度之單因子變異數分析………………………….82
表4-23 家庭月收入與電腦態度量表之單因子變異數分析…………………….83
表4-24 家庭月收入與電腦態度各向度之平均數排序………………………….85
表4-25 家庭月收入與電腦態度各向度之單因子變異數分析………………….86
表4-26 電腦態度各向度之相關分析…………………………………………….88
表4-27 對電腦運用於幼兒園教學的看法之平均分數………………………….89
表4-28 對電腦運用於幼兒園教學的認同度逐題之百分比…………………….90
表4-29 對電腦運用於幼兒園教學相關理念的適當性逐題之百分比………….93
表4-30 性別與對電腦運用於幼兒園教學的看法之T檢定…………………….94
表4-31 性別與對電腦運用於幼兒園教學的看法各向度之T檢定…………….95
表4-32 年齡與對電腦運用於幼兒園教學的看法之單因子變異數分析……….95
表4-33 年齡與對電腦運用於幼兒園教學的看法各向度之平均數排序……….96
表4-34 年齡與對電腦運用於幼兒園教學的看法各向度之單因子變異數分析.97
表4-35 教育程度與對電腦運用於幼兒園教學的看法之單因子變異數分析….97
表4-36 教育程度與對電腦運用於幼兒園教學的看法各向度之平均數排序….98
表4-37 教育程度與對電腦運用於幼兒園教學的看法各向度之單因子變異數分析..99
表4-38 科系與對電腦運用於幼兒園教學的看法之單因子變異數分析……….99
表4-39 科系與對電腦運用於幼兒園教學的看法各向度之平均數排序………100
表4-40 科系與對電腦運用於幼兒園教學的看法各向度之單因子變異數分析…101
表4-41 家庭月收入與對電腦運用於幼兒園教學的看法之單因子變異數分析….101
表4-42 家庭月收入與對電腦運用於幼兒園教學的看法各向度之平均數排序….102
表4-43 家庭月收入與對電腦運用於幼兒園教學的看法各向度之單因子變異數分析103
表4-44 對電腦運用在幼兒園教學的看法各向度之相關分析…………………104
表4-45 電腦態度與對電腦運用於幼兒園教學的看法之相關分析……………105
表4-46 電腦態度量各向度與對電腦運用在幼兒園教學的看法各向度之相關分析…106
表4-47 電腦態度與對電腦運用在幼兒園教學的看法之逐步多元迴歸分析…106

圖次
圖3-1 研究實施程序…………………………………………………………….45
圖3-2 研究架構………………………………………………………………….46
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