臺灣博碩士論文加值系統

疫情衝擊下，為因應停課不停學之防疫教學政策，衍生出線上課程的教學模式。然而，線上課程對於幼兒學習之成效仍存疑，故本研究參照教育部幼兒園課程大綱為背景設計課程並實施遠端教學，依據教育部幼兒園學習評量手冊提出教學者對於幼兒實施線上課程遠端學習並進行學習成效分析。以釐清混齡班級中幼兒之學習成效差異為目的，探討影響學齡前幼兒線上學習成效差異的因素，在研究過程中了解幼兒重要他人——家長對於線上課程的建議與影響力。
本研究以高雄市三民區莊敬國小附設幼兒園葡萄班之3-5歲之混齡班幼兒為研究對象，透過焦點團體建立學習評量表，據以對幼兒之學習成效近行量化統計分析；向家長進行半結構式訪談蒐集質化分析資料，以教師教學省思提供幼教專業面向建議與想法，以幼兒學習成效得分綜合分析其研究結果；除了由研究者與家長進行訪談以獲得質性資料外，也廣向家長蒐集幼兒行為目標照片作為公平評量依據。研究結果透過Ｔ檢定得知不同性別之幼兒於學習成效並無明顯差異；再針對不同年齡之幼兒藉由變異數分析得知大班生具有較好的學習成效；不同核心能力在線上教學成效的表現也有不同的結果，自主管理核心領域能力在不同的課程沒有顯著差異，但是覺知辨識領域在不同的課程有顯著的差異。
由研究者、協同教學者與家長三方透過多次討論進行質化分析，並綜合分析研究量化結果提出結論與建議：雖然幼兒教育在設計上可以提供不同年齡層幼兒不同的學習方式與引導，但在線上課程的呈現上學齡前的幼兒仍無法提供完全適齡性的教學方法、型態、課程模式，部分核心領域各課程更是無法透過線上課程呈現發展活動，難以全面性達成預期的教學目標。而家庭對於幼兒學習成效的影響，也是在線上課程中教學者與本研究無法控制的變項，但同時對於幼兒甚至學校有間接與直接的影響力。本研究希冀研究模式與成果作為日後公私立幼兒園進行幼兒線上教學之價值性參考。

Amid the impact of the pandemic, online teaching emerged as a response to the policy of epidemic prevention teaching, which required schools to continue teaching during school closures. However, the effectiveness of online courses for young children's learning is still in question. Therefore, this study designed a curriculum based on the Ministry of Education's kindergarten curriculum guidelines and implemented remote teaching. The study analyzed the effectiveness of online teaching based on the Ministry of Education's kindergarten learning assessment manual and provided a reference for future online teaching of young children. With the purpose of clarifying the differences in the learning outcomes of children in mixed-age classes, we explored the factors that affect the differences in online learning outcomes for preschool children, and learned about important of children’s others —suggestions and influence from parents on online courses.
This study selected mixed-age class children aged 3-5 from the Grape Class of the Kindergarten attached to Zhuangjing Elementary School in Sanmin District, Kaohsiung City, as the research subjects. First, a learning assessment questionnaire was established through a focus group discussion, and the questionnaire was used to evaluate the learning effectiveness of young children. Second, conduct semi-structured interviews with parents to collect qualitative analysis data, provide professional-oriented suggestions and ideas for early childhood education through teachers' teaching reflection, and comprehensively analyze the research results based on children's learning effectiveness scores. In addition to conducting interviews with parents to obtain qualitative data, the researchers also collected photos of children's behavior goals from parents as a basis for fair evaluation.
The study then conducted quantitative and qualitative analyses separately. In the quantitative analysis, it was found that there was no significant difference in teaching effectiveness between male and female children, but there was a significant difference in teaching effectiveness based on age, with older children having better learning outcomes. The performance of different core competencies in online teaching also has different results. There is no significant difference in the core areas of self-management in different courses, but there are significant differences in the areas of awareness and identification in different courses.
Through multiple discussions and suggestions between the researcher and the co-teachers, the study evaluated the learning outcomes of young children during the early childhood period and summarized the reflection of the teaching process. The conclusion is that although early childhood education can provide different learning methods and guidance for children of different ages in terms of design, the presentation of online courses still cannot provide fully age-appropriate teaching methods, types, and curriculum models for preschool children. Moreover, courses in some core areas cannot present development activities through online courses, and it is difficult to comprehensively achieve the expected teaching goals. The influence of family on children's learning effectiveness is also a variable that cannot be controlled by teachers and this research in online courses, but it also has indirect and direct influence on children and even schools.
This study finally hopes that the research model and results will serve as a qualitative reference for public and private kindergartens to conduct online teaching for young children in the future.

摘 要 I
ABSTRACT III
誌謝 V
目錄 VI
表目錄 VII
圖目錄 IX
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 名詞解釋 2
第四節 研究範圍與限制 6
第五節 研究架構 6
第二章 文獻探討 8
第一節 教育部幼兒園教保活動課程大綱於課程設計 8
第二節 幼兒學習評量之應用與說明 22
第三節 專家小組焦點團體法 30
第三章 研究方法與實施 32
第一節 研究方法 32
第二節 研究參與者與場域 35
第三節 研究歷程 43
第四節 研究效度與倫理 65
第四章 研究結果與討論 68
第一節 學習成效評估分析結果 68
第二節 家長訪談 73
第三節 綜合分析 78
第五章 結論與建議 80
第一節 結論 80
第二節 建議 81
參考文獻 83
附錄一 85
附錄二 86
附錄三 87

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