臺灣博碩士論文加值系統

本研究旨在以學習袋為家庭作業的方式來探討學習袋對教師、幼兒學習，以及家長參與三面向的影響。具體而言，其目的在透過觀看拍攝幼兒回家操作學習袋的歷程、家長及手足的陪同與參與來了解學習袋實施後的影響，藉此為幼兒園家庭作業設計多元化之參考依據，再以訪談家長及幼兒對學習袋的看法與建議，並收集學習袋紀錄單等，來做資料分析與歸納。
研究對象為研究者任教班級欲參與研究的幼兒，大班年齡幼兒10人，中班年齡幼兒11人，小班年齡幼兒1人，共22人。
本研究發現：（一）幼兒回家後會自行操作學習袋，且幼兒會因應操作情況做調整或嘗試錯誤發現玩法或技巧。（二）幼兒回家後與手足共玩學習袋，年長手足以動作、口語等方式指導幼兒操作，或合作完成學習袋中任務。（三）親子在家中透過提供玩法、指導、示範等方式操作學習袋，增加親子間的互動與情感。（四）透過學習袋看見幼兒的成長，也從班級團討與分享中，更深化學習袋的玩法。（五）透過實施學習袋看到家長對學習袋的肯定、理解家長的擔憂，進而改變家長對幼兒的學習觀。（六）透過實施學習袋幫助教師了解家庭文化、增進親師溝通，也從中省思課程與學習區對形成幼兒操作學習袋經驗的影響。
最後，依據本研究的發現，提出相關討論與建議供教育現場與未來研究之參考。

The aim of this study is to discuss how the homework of preschoolers with Busy bags influences teachers, children learning and parents. The purposes of this study are (1) to explore the effects of using homework with Busy bags on children, their interaction with siblings, and involvement of their parents, (2) to understand the parents’ perceptions and opinions on children’s using the homework with Busy bags, (3) to know how the teachers implement the Busy bag and how the children’s and parents’ feedback influence the teachers.
There are total 22 participants in this study, including 10 5-year-old, 11 4-year-old and 1 3-year-old children of this class. Qualitative methods are conducted in this study, including videotapes of the interactions between children and Busy bags, and their participations of their family members, audiotapes of circle time to share experiences with Busy bags by children, formal and informal interviews of children and their parents, and collections of the records or worksheets with the Busy bags . The above data are transcribed, analyzed and generalized into the findings.
The findings of the study indicate: (1) Children autonomously work with the Busy bags, and they adjust their strategies step by step, and learn by discovering or trial and errors. (2) Children play with their siblings. Children are guided how to complete and cooperate the Busy bags by directing, modelling, and suggesting. (3) Parents developed strong relationships with their children through tutoring and demonstrating to their children for working with Busy bags. (4) Teachers see children’s growth by using the Busy bags, and extend the ways of playing Busy bags from the classroom discussion. (5) Parents affirmed the values of the Busy bag, as well as the importance of children’s learning by hands on activities. (6) Teachers can conclude the family culture and improve the teacher-parent communications through the implementation of the Busy bags. Besides, teachers evidence that the influences of explorations and experiences in the learning centers on the children’s implementation of the homework with the Busy bags.
Recommendations for practices and future research are suggested.

中文摘要 ⅰ
英文摘要 ⅱ
謝誌 ⅳ
目次 ⅴ
表次 ⅶ
圖次 ⅷ

第一章 緒論
第一節 研究動機 1
第二節 研究目的 5
第三節 研究問題 5
第四節 名詞釋義 5
第五節 研究範圍與限制 6

第二章 文獻探討
第一節 學習袋的意涵 8
第二節 學習袋之研究焦點與設計 14
第三節 探討以學習袋為家庭作業 21

第三章 研究方法
第一節 研究歷程 25
第二節 研究場域及對象 35
第三節 研究工具 37
第四節 資料蒐集與分析 48
第五節 研究信實度 53
第六節 研究倫理 54

第四章 研究結果與討論
第一節 幼兒與學習袋探索歷程 55
第二節 實施學習袋的影響 87
第三節 討論 142

第五章 研究發現與建議
第一節 研究發現 145
第二節 建議 148

參考文獻
中文部分 153
西文部分 154

附錄
附錄一 家長同意書 158
附錄二 探索階段之學習袋說明通知單 159
附錄三 探索階段之家長意見調查表 160
附錄四 半結構式訪談大綱（家長） 161
附錄五 研究者自編五大類學習袋（編號與照片） 162

壹、中文部分
Pinterest 網站。https://www.pinterest.com/
王全興、周梅如（譯）（2017）。以遊戲為核心的課程（原作者：Judith, V. H., Patricia, M. N., Barbara, S., & Keith, R. A.）。臺北市：華騰文化。（原著作出版年：2006）
幼兒園教保服務實施準則（2012年1月1日）。
吳心怡（2006）。國小教師設計家庭作業理念探究—以幸福國小為例（未出版之博士論文）。國立臺東大學，臺東縣。
吳清山（2017）。自主學習。教育研究月刊，278，133-134。
周淑惠（1999）。幼兒數學新論－教材教法。臺北市：心理出版社。
周新富（2012）。教育研究法。臺北市：五南出版社。
周雷（譯）（2001）。幼兒數學遊戲（原作者：J. L. Overholt, J. M. White-Holtz, & S. S. Dickson）。臺北市：洪葉文化。（原著作出版年：1998）
林天佑（2005）。教育研究倫理準則。教育研究月刊，132，70-86。
林佩蓉、張斯寧、張建博（2012）。教育部幼兒園課程與教學品質評估表。臺北市：教育部國教司。
孫景皓（2014）。親子序列遊戲與親子互動類型對幼兒序列概念之影響（未出版之博士論文）。國立臺北護理健康大學，臺北市。
高昱昕（2014）。一所原住民幼兒園幼兒數學教學歷程探究--以三位幼兒為例（未出版之博士論文）。國立東華大學，花蓮縣。
教育部（2017）。幼兒園教保活動課程大綱。臺北市：教育部。
許雅幸（2011）。親子數學活動對幼兒數學能力的影響（未出版之博士論文）。國立臺東大學，臺東縣。
郭春在（2013）。幼兒教具設計與應用。臺北市：洪葉文化。
郭春在、卓素慧（2008）。從認知發展觀點探討幼兒教具設計原則之研究。應用藝術與設計學報，3，27-36。
陳向明（2009）。社會科學質的研究。臺北市：五南。
陳英豪、何韻儀（2016）。父母參與親子數學活動與其幼兒邏輯數學智能之相關研究 。南亞學報，36，369-398。
曾瓊瑩（2010）。新竹縣幼兒親子數學活動之探究（未出版之博士論文）。國立臺北教育大學，臺北市。
黃瑞琴（2010）。質的教育研究方法。臺北市：心理。
葉光輝、黃宗堅、邱雅沂（2006）。現代華人的家庭文化特徵：以臺灣北部地區若干家庭的探討為例。本土心理學研究，25，141-195。
鄭依琳（2012）。國小教師家庭作業管理策略之發展。教育資料與研究，108，149-168。
顏誼萱（2017）。幼兒家長親子遊戲互動與育兒自我效能之調查研究（未出版之博士論文）。國立屏東大學，屏東縣。

貳、西文部分
Anderson, A., Anderson, J., & Gear, A. (2015). Family literacy programs as intersubjective spaces: Insights from three decades of working in culturally, linguistically and socially diverse communities. Language and Literacy, 17(2), 41-58. doi: 10.20360/G2N30D
Baily, L.A. (2006). Interactive homework: A tool for fostering parent-child interactions and improving learning outcomes for at-risk young children. Early Childhood Education Journal, 34(2), 155-167. doi:http://dx.doi.org/10.1007/s10643-006-0114-y
Beck, C., & Kosnik, C. (2001). Reflection-in-action: In defense of thoughtful teaching. Curriculum Inquiry, 31(2), 217-227.
Brand, S., Marchand, J., Lilly, E., & Child, M. (2014). Home-school literacy bags for twenty- first century preschoolers. Early Childhood Education Journal, 42(3), 163-170. doi:http://dx.doi.org/10.1007/s10643-013-0603-8
Cooper, H. (2007). The battle over homework : Common ground for administrators, teachers and parents. CA: Corwin Press. Retrieved from https://search.proquest.com/docview/62025486?accountid=14224
Dever, M. T., & Burts, D. C. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(4), 359-70. Retrieved from https://search.proquest.com/docview/62213346?accountid=14224
Duncan, G. J., Magnuson, K., Kalil, A., & Ziol-Guest, K. (2012). The importance of early childhood poverty. Social Indicators Research, 108(1), 87-98. doi:http://dx.doi.org/10.1007/s11205-011-9867-9
Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young children's learning. Washington, D.C.: NAEYC.
Espinosa, C. (2018). Promoting mathematical literacy in latino children through family involvement at school and at home (Order No. 10689826). Available from ProQuest Dissertations & Theses A&I. (1986011883). Retrieved from https://search.proquest.com/docview/1986011883?accountid=14224
Ferrara, M.M. (2009). Increasing parent involvement knowledge and strategies at the preservice level: The power in using a systematic professional development approach. Teacher Educator, 44(4), 268-274. Retrieved from https://search.proquest.com/docview/61846101?accountid=14224
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. London: Heinmann.
Harvard Family Research Project (2006). Family involvement in early childhood education.Boston, MA: Harvard Graduate School of Education Massachusetts.
Hess, K. (2017). Math take-home bags: A parental involvement intervention. (Order No. 10618814). Available from ProQuest Dissertations & Theses A&I. Retrieved from https://search.proquest.com/docview/1942411381?accountid=14224
Jeynes, W. (2011). Help families by fostering parental involvement. Phi Delta Kappan, 93(3), 38-39. Retrieved from https://search.proquest.com/docview/1018477638?accountid=14224
Linder, S. M. (2017). Math take-home bags: Activities to support family math play. Teaching Young Children, 11(1), 29-31. Retrieved from https://search.proquest.com/docview/1947417394?accountid=14224
Martin, S. F., Daughenbaugh, L., Shaw, E. L., Jr., & Burch, K. (2013). It's in the Bag!: Going beyond the science classroom with take-home literacy bags. Science Activities: Classroom Projects and Curriculum Ideas, 50(1), 21-30. doi:http://dx.doi.org/10.1080/00368121.2012.757482
McClure, S. (2017). Busy bags kids will love: Make-ahead activity kits for a happy preschooler and stress-free parent. Berkeley, CA: Ulysses press.
Nievar, A. M., Jacobson, A. L., Chen, Q., & Dier, S. (2011). Impact of HIPPY on home learning environments of Latino families. Early Childhood Research Quarterly, 26(3), 268-277. doi:http://dx.doi.org/10.1016/j.ecresq.2011.01.002
Overton, A. G. (2017). Family literacy bags: A rural-appalachian approach for parental involvement and education (Order No. 10602762). Available from ProQuest Dissertations & Theses A&I. (2013193754). Retrieved from https://search.proquest.com/docview/2013193754?accountid=14224
Perry, N. J., Kay, S. M., & Brown, A. (2008). Continuity and change in home literacy practices of hispanic families with preschool children. Early Child Development and Care, 178(1), 99-113. Retrieved from https://search.proquest.com/docview/62062683?accountid=14224
Shymansky, J. A., Yore, L.D., & Hand, B.M. (2000). Empowering families in hands-on science programs. School Science and Mathematics, 100(1), 48-56.
Solomon, J. (2003). Home-school learning of science: The cultures of homes, and pupils’ difficult border crossing. Journal of Research in Science Teaching, 40(2), 219-233. Retrieved from https://search.proquest.com/docview/62232267?accountid=14224
Starkey, P., Klein, A., & DeFlorio, L. (2013). Changing the developmental trajectory in early math through a two-year preschool math intervention. Society for Research on Educational Effectiveness, 2040 Sheridan Road, Evanston, IL 60208. Retrieved from https://search.proquest.com/docview/1773213952?accountid=14224
Thayer, A. (2012). Re: Busy Bags 101 — and Lots of Busy Bag Ideas! [Web blog message]. Retrieved from https://teachingmama.org/busy-bags-101/
Vaccaro, L. C. (2011). Literacy bags: A study on parental involvement in a bilingual third grade classroom (Order No. 1502796). Available from ProQuest Dissertations & Theses A & I. (912998114). Retrieved from https://search.proquest.com/docview/912998114?accountid=14224
Varol, F., & Farran, D. C. (2006). Early mathematical growth: How to support young children's mathematical development. Early Childhood Education Journal, 33(6), 381-387. doi:http://dx.doi.org/10.1007/s10643-006-0060-8
Wicks, B. J. (2018). From busy bags to building bridges: An investigation in how the intentional engagement of children in worship can assist cultural inclusivity. Children, Youth, and Family (CYF) Papers, 16.
Zachrisson, H. D., & Dearing, E. (2015). Family income dynamics, early childhood education and care, and early child behavior problems in Norway. Child Development, 86(2), 425-440. doi:http://dx.doi.org/10.1111/cdev.12306
Zarazinski, J. (2010). The use of parent involved take-home science activities during student teaching: Understanding the challenges of implementation (Order No. 3423553). Available from Education Collection; Education Database; ProQuest Dissertations & Theses A & I. (759458963). Retrieved from https://search.proquest.com/docview/759458963?accountid=14224
Zeece, P. D., & Wallace, B. M. (2009). Books and good stuff: A strategy to building school to home literacy connections. Early Childhood Education Journal, 37, 35-42. doi:http://dx.doi.org/10.1007/s10643-009-0325-0