English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113325/144300 (79%)
Visitors : 51178309      Online Users : 875
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/74247


    Title: 幼兒課程歷程品質之研究: 教室教學品質與幼兒學習投入
    A Study of Process-oriented Early Childhood Curriculum Quality: Classroom Quality and Children Involvement
    Authors: 洪郁婷
    Contributors: 徐聯恩
    洪郁婷
    Keywords: 幼兒園課程歷程品質
    教室教學品質
    幼兒學習投入度
    活動型態
    early childhood process curriculum quality
    classroom quality
    children involvement
    curricular activity type
    Date: 2014
    Issue Date: 2015-04-01 10:03:00 (UTC+8)
    Abstract: 高品質的幼兒園課程除了考量課程設計品質,例如,課程目標、學習內容、教學方法及評量標準外,也應考量課程的實施或歷程品質。
    本研究採取課程歷程品質觀點,以教室教學品質與幼兒學習投入,探討我國幼兒園課程實施品質。研究樣本為臺北市26所公立幼兒園的37班、295位大班幼兒。研究者採用教室教學品質評量表(CLASS)與幼兒學習投入度評量表(LIS-YC)入班觀察,並運用SPSS21.0進行統計分析。

    主要研究結果為:
    (一)教室教學品質之情緒支持與班級經營為高品質,教學支持為中低品質,此
    結果與近期國內外之相關研究發現類似。
    (二)幼兒學習投入為高品質,幼兒在參與學習活動時僅偶爾分心,此結果高於
    近期國外之相關研究發現。
    (三)教室教學品質之情緒支持和班級經營,都與幼兒學習投入呈現低度正相
    關。
    (四)活動型態影響教室教學品質與幼兒學習投入的關係,包括:
    (1)自由活動時,幼兒的學習投入高於點心活動與教學活動時,
    (2)自由活動時,教師的情緒支持高於教學活動時;
    (3)點心活動時,教師的班級經營高於自由活動時;
    (4)教學活動時,教師的班級經營和教學支持,都高於自由活動與點心活
    動時。
    (五)自由活動型態影響教室教學品質與幼兒學習投入,包括:
    (1)自由體能活動時,幼兒的學習投入高於自由角落時;
    (2)自由體能活動時,教師的班級經營高於自由角落時;
    (3)自由角落活動時,教師的教學支持高於自由體能活動時。

    本研究根據研究結論提出實務與後續研究建議,希望能作為幼兒園課程品質之相關研究參考。
    Early childhood curriculum quality consists of design quality, such as curriculum goals, context, teaching and assessment, and implementation or process quality. This study purports to explore the curriculum process quality in Taipei public kindergartens through classroom quality and children involvement. The research sample includes 37 classrooms and 295 children at 26 public kindergartens in Taipei. The observation tools are Classroom Assessment Scoring System (CLASS) and Leuven Involvement Scale for Young Children (LIS-YC).

    The conclusions are:
    A.Teacher’s emotional support and classroom organization
    are high, while instructional support is medium-low.
    The findings are similar to relevant researches.
    B.Children involvement is high, and higher than foreign
    researches.
    C.Both teacher’s emotional support and classroom
    organization are slightly associated to children
    involvement.
    D.Curricular activity type effects classroom quality and
    children involvement.
    (1) Children involvement is higher in free play than in
    snack and instructional activities.
    (2) Teacher’s emotional support is higher in free play
    time than in instructional activities.
    (3) Teacher’s classroom organization is higher in snack
    time than in free play time.
    (4) Teacher’s instructional support is higher in
    instructional activities than in snack and free play
    time.
    E.Free activity type effects classroom quality and
    children involvement.
    (1) Children involvement is higher in free physical
    activity than in free learning areas.
    (2) Teacher’s classroom organization is higher in free
    physical activity than in free learning areas.
    (3) Teacher’s instructional support is higher in free
    learning areas than in free physical activity.
    Reference: 中文部分

    1.王筱篁(譯)( 1998)。瑪麗亞.蒙特梭利︰第壹部 早年生涯(原作
    者: Rita Kramer)。臺北市,及幼。
    2.王筱篁(譯)( 1998)。瑪麗亞.蒙特梭利︰第貳部 兒童之家(原作
    者:Rita Kramer)。臺北市,及幼。
    3.王筱篁(譯)( 1998)。瑪麗亞.蒙特梭利︰第参部 蒙特梭利教學法與
    運動(原作者:Rita Kramer)。臺北市,及幼。
    4.朱家雄(2006)。幼兒園課程。臺北市:五南。
    5.吳清山、林天祐(2005)。教育新辭書。臺北市:高等教育。
    6.邱皓政(2013)。量化研究法(二)統計原理與分析技術。臺北市:雙
    葉。
    7.周淑惠(2007)。幼兒課程與教學:探究取向之主題課程。臺北市:心
    理。
    8.林佩蓉(2012)。幼兒園課程與教學品質評估表。教育部國教司委託之
    計畫。臺北市:教育部。
    9.林佩蓉( 2013)。幼托整合後幼兒園的課程與教學:新課綱的衝擊與因
    應。國立政治大學幼兒教育研究所102學年度下學期幼教政策與經營系
    列演講。幼教所所辦公室,臺北市。
    10.幸曼玲(2014)。幼兒教保活動課程大綱。取自:103年幼兒園教保活
    動課程暫行大綱宣講暨輔導人員培訓課程手冊。頁5-12。
    11.陳淑芳(2002)。美國《發展合宜實務指引》的發展和修訂對我國幼稚
    園課程標準修訂之啟示。取自:www.ntttc.edu.tw/shufang
    12.徐聯恩、劉蓁(2005)。幼兒園品質衡量:從內部導向到外部導向。載
    於潘慧玲(主編),教育評鑑的回顧與展望(頁159-218)。臺北市:心
    理。
    13.徐聯恩、劉蓁(2006,11月)。幼兒園評鑑觀念之改變與量表發展
    (I)。論文發表於臺灣師範大學教育評鑑與發展研究中心舉辦之「教育
    評鑑」國際學術研討會,臺北市。
    14.陳淑琦(2007)。幼兒教育課程設計。臺北市 : 心理。
    15.郭李宗文、陳淑芳(譯)(2010)。Harms. T. & Clifford, R.
    M. 著。幼兒學習環境評量表修訂版(Early Childhood
    Environment Rating Scale Revised Edition)。臺北市:心
    理。
    16.張斯寧、潘世尊、陳淑琴、鄭舒丹、陳振明、柳嘉玲、愛彌兒幼兒園
    教學團隊(2007)。建構主義取向的幼兒課程與教學-以台中市愛彌兒
    幼兒園探究課程為例。臺北市:心理。頁35-59。
    17.教育部(2012)。幼兒園教保活動課程暫行大綱。臺北市:教育部。頁
    3-11。
    18.黃意舒(1999)。幼兒教育課程發展-教師的省思與深思。臺北市:五
    南。
    19.廖鳳瑞(譯)(2002)。探索孩子心靈世界-方案教學的理論與實務(原
    作者:Lilian G.Katz)。臺北市:心理。(原著出版年:1994)
    20.蔡宜純(譯)(2011)。心靈幫手-Vygotsky學派之幼兒教學法(原作
    者:Elena Bodrova & Deboran J. Leong)。臺北市:心理。(原
    著出版年:2007)頁10-17。
    21.盧美貴(2006)。幼兒課程發展與設計。新北 : 群英。
    22.簡楚瑛(1999)。從美國幼教課程模式論幼教課程之基本問題。取自:
    http://ir.lib.ntnu.edu.tw/ir/retrieve/50216/ntnulib_ja_A0101_0043_139.pdf
    23.簡楚瑛(2005)。幼教課程模式。臺北市:心理。
    24.簡楚瑛(2010)。課程發展-理論與實務。臺北市:心理。


    英文部分

    1.Burchinal, M. R., Roberts, J. E., Riggins Jr, R.,
    Zeisel, S. A., Neebe, E., & Bryant, D.(2000). Relating
    quality of center‐based child care to early cognitive
    and language development longitudinally. Child
    Development, 71(2), 339-357.
    2.Barnett (1995) Long-Term Effects of Early Childhood
    Programs on Cognitive and School Outcomes.The Future of
    Children,v5, n3, pp25-50.
    3.Bobbitt, F. (1918). The Curriculum. Boston: Houghton
    Mifflin Company.
    4.Copple, C., & Bredekamp, S. (2009). Developmentally
    appropriate practice in early childhood programs
    serving children from birth through age 8. National
    Association for the Education of Young Children. 1313 L
    Street NW Suite 500, Washington, DC 22205-4101.
    5.Connor, C. M., Morrison, F. J., & Slominski, L. (2006).
    Preschool instruction and children`s emergent literacy
    growth. Journal of Educational Psychology, 98(4), 665
    6.Cryer, D. (2003). Defining program quality. Early
    childhood education and care in the USA, 31-46.
    7.Cryer, D. (1999). Defining and assessing early
    childhood program quality. The annals of the American
    academy of political and social science, 563(1), 39-55.
    8.Cryer, D., Tietze, W., Burchinal, M., Leal, T., &
    Palacios, J. (1999). Predicting process quality from
    structural quality in preschool programs: A cross-
    country comparison. Early Childhood Research Quarterly,
    14(3), 339-361.
    9.Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A.
    E., & Pianta, R. C. (2010). The Individualized
    Classroom Assessment Scoring System (inCLASS):
    Preliminary reliability and validity of a system for
    observing preschoolers’ competence in classroom
    interactions. Early Childhood Research Quarterly,25(1),
    1-16
    10.Dickinson, D. K. (2002). Shifting images of
    developmentally appropriate practice as seen through
    different lenses. Educational Researcher, 31(1), 26-
    32.
    11.Dunn, L. (1993). Ratio and group size in day care
    programs. Child and Youth Care Forum, 22(3), 1573-
    3319.
    12.Ebbeck M., Winter P., Russo S., Bonnie Yim H. Y., Teo-
    Zuzarte G. L. & Goh M. (2012). Measuring children’s
    involvement as an indicator of curriculum
    effectiveness : a curriculum evaluation of a selected
    child study centre in Singapore. Early Child
    Development and Care , 182(5), 609-619.
    13.Essa, E. L., & Burnham, M. M. (2001). Child care
    quality: A model for examining relevant variables.
    Advances in early education and day care, 11, 59-113.
    14.Evertson, C. M., & Harris, A. H. (1999). Support for
    managing learning-centered classrooms: The classroom
    organization and management program. Beyond
    behaviorism: Changing the classroom management
    paradigm, 59-74.
    15.Goffin, S. G. (2000). The role of curriculum models in
    early childhood education. ERIC Clearinghouse on
    Elementary and Early Childhood Education, University
    of Illinois.
    16.Hamre, B. K., & Pianta, R. C. (2005). Can
    instructional and emotional support in the first‐grade
    classroom make a difference for children at risk of
    school failure?. Child development, 76(5), 949-967.
    17.Hamre, B. K., & Pianta, R. C. (2001). Early teacher–
    child relationships and the trajectory of children`s
    school outcomes through eighth grade. Child
    development, 72(2), 625-638.
    18.Harms. T. & Clifford, R. M.(1998). The Early
    Childhood Environment Rating Scale(Rev. ed.). New
    York: Teacher College Press.
    19.Howes, C., & Smith, E. W. (1995). Relations among
    child care quality, teacher behavior, children`s play
    activities, emotional security, and cognitive activity
    in child care. Early Childhood Research Quarterly,
    110(4), 381-404.
    20.Howes, C., Phillips, D. A., & Whitebook, M. (1992).
    Thresholds of quality: implications for the social
    development of children in center‐based child
    care.Child development, 63(2), 449-460.
    21.Howes, C., & Stewart, P. (1987). Child`s play with
    adults, toys, and peers: An examination of family and
    child-care influences. Developmental Psychology,23(3),
    423
    22.Kontos,S.,Howes,C. & Galinsky,E.(1996).Does training
    make a difference to quality in family child care?
    Early Childhood Research Quarterly,v11,n4,pp427-445.
    23.Katz, L. G. (1993). Multiple perspectives on the
    quality of early childhood programmes. European Early
    Childhood Education Research Journal, 1(2), 5-9.
    24.Laevers, F. (2012). A Process-oriented Monitoring
    System for the Early Years (POMS)(Rev. ed.)CEGO
    Publishers.
    25.Laevers, F. (2005). Deep-level-learning and the
    Experiential Approach in Early Childhood and Primary
    Education. Katholieke Universiteit Leuven.
    26.La Paro, K. M., Pianta, R. C. & Stuhlman, M. (2004).
    The classroom assessment scoring system: Findings from
    the prekindergarten year. The Elementary School
    Journal, 409-426.
    27.Laevers, F. (1997) Assessing the quality of childcare
    provision: “Involvement” as criterion. In: Settings in
    interaction. Researching Early Childhood, 3, 151-165.
    Göteborg: Göteborg University.
    28.Laevers F.(1994a) The Leuven Involvement Scale for
    Young Children(Manual and video) . Leuven : Centre for
    Experiential Education.
    29.Laevers, F. (1994b). The innovative project
    Experiential Education and the definition
    of quality in education. Defining and assessing
    quality in early childhood education, p. 159-172.
    30.Laevers, F. (1994c). Defining and assessing quality in
    Early Childhood education (Vol. 16). Leuven University
    Press.
    31.Moss, P.(2010). What is Your Image of the
    Child?.UNESCO Policy Brief on Early Childood.
    London:Thomas Coram Research Unit Institute of
    Education.
    32.Munton, Mooney & Rowland (1995) Deconstructing
    quality:A conceptual framework for the new paradigm
    in day care provision for the under eights.Early Child
    Development and Care,114,11-23.
    33.Na J. & Park C. (2013) Policy implications for Korea’s
    national early childhood curriculum:The Nuri
    Curriculum based on the OECD’s key issues in quality
    curriculum. Korea Educational Development Institute,
    10(1), p.147-171
    34.National Association for the Education of Young
    Children(2014). NAEYC accreditation criteria.
    Retrieved April 1, 2014, from
    http://www.naeyc.org/files/academy/file/AllCriteriaDocum ent.pdf.
    35.National Association for the Education of Young
    Children & National Association of
    Early Childhood Specialists in State Departments of
    Education (2011), Position statement “Early Childhood
    Curriculum, Assessment, and Program Evaluation—
    Building an Effective, Accountable System in Programs
    for Children Birth Through Age 8”, NAEYC, Washington
    DC. p.1-2.
    36.National Association for the Education of Young
    Children (in press)(2008). Overview of the NAEYC Early
    Childhood Program Standards. NAEYC Accreditation.
    Retrieved from
    http://www.naeyc.org/files/academy/file/OverviewStandard
    s.pdf
    37.National Association for the Education of Young
    Children (2006). National academy for the early
    childhood program accreditation. Retrieved Oct. 15,
    2006, from http://www.naeyc.org/academy/
    38.National Association for the Education of Young
    Children (in press)(2003). Early Childhood Curriculum,
    Assessment and Program Evaluation. Position Statement
    with Expanded Resources. Retrieved from
    http://www.naeyc.org/files/naeyc/file/positions/CAPEexpa
    nd.pdf
    39.Organisation for Economic Cooperation and Development
    (2012). Starting Strong III. Early childhood education
    and care. Paris: OECD. p.81-85
    40.Organisation for Economic Cooperation and Development
    (2012). International Comparison:Curriculum Framework
    and Content . Paris: OECD. p.1-6
    41.Oberhuemer, P. (2005). International perspectives on
    early childhood curricula.International Journal of
    Early Childhood, 37(1). p.27-37.
    42.Pianta, R. C., La Paro, K. M. & Hamre, B. K. (2008).
    Classroom assessment scoring system. Baltimore: Paul
    H. Brookes.
    43.Phillips, D., Gormley, W. T. & Lowenstein, A. (2007,
    March). Classroom quality and time allocation in
    Tulsa’s early childhood programs. In Boston, Mass.:
    paper presented at the biennial meeting of the Society
    for Research in Child Development.
    44.Pramling, I., Sheridan, S., & Williams, P. (2004).
    Chapter 2: Key Issues In Curriculum
    Development For Young Children In OECD Starting Strong
    Curricula and Pedagogies in Early Childhood Education
    and Care: FIVE CURRICULUM OUTLINES. Directorate for
    Education, OECD:
    http://www.oecd.org/dataoecd/23/36/31672150. pdf. p.1-
    34.
    45.Peisner-Feinberg, E. S., Burchinal, M. R., Clifford,
    R. M., Culkin, M. L., Howes, C.,
    Kagan, S. L., Yazejian, N., Byler, P., Rustici, J., &
    Zelazo, J. (1999). The children of the cost, quality,
    and outcomes study go to school: Technical report.
    Chapel Hill,NC: University of North Carolina at Chapel
    Hill, Frank Porter Graham Child
    Development Center. P.12-13
    46.Phillipsen, L. C., Burchinal, M. R., Howes, C. &
    Cryer, D. (1997). The prediction of process quality
    from structural features of child care. Early
    Childhood Research Quarterly, 12, 281-303.
    47.Phillips, D. A., McCartney, K.. & Scarr, S.(1987).
    Child-care quality and children’s development.
    Developmental Psychology,23,537-544.
    48.Phillips, D. A., & Howes, C. (1987). Indicators of
    quality in child care: Review of research. Quality in
    child care: What does research tell us, 1, 1-20.
    49.Sylva, K., Taggart, B., Siraj‐Blatchford, I., Totsika,
    V., Ereky‐Stevens, K., Gilden, R., & Bell, D. (2007).
    Curricular quality and day‐to‐day learning activities
    in pre‐school. International Journal of Early Years
    Education, 15(1), 49-65.
    50.Samuelsson, I. P., Sheridan, S., & Williams, P.
    (2006). Five preschool curricula— comparative
    perspective. International Journal of Early Childhood,
    38(1), 11-30.
    51.Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003).
    Assessing Quality in the Early Years-Early Childhood
    Environment Rating Scale Extension (ECERS-E): Four
    Curricular Subscales. Trentham Books.
    52.Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1994).
    Measurement of quality in child care centers. Early
    Childhood Research Quarterly, 9(2), 131-151.
    53.Tietze, W., Cryer, D., Bairrão, J., Palacios, J., &
    Wetzel, G. (1996). Comparisons of observed process
    quality in early child care and education programs in
    five countries. Early Childhood Research Quarterly,
    11(4), 447-475.
    54.Vandell, D. L. & Powers C. (1983) Daycare Quality and
    Children’s Free Play Activities. American Journal of
    Orthopsychiatry 53: 493–500.
    55.Williford, A. P., Maier, M. F., Downer, J. T., Pianta,
    R. C., & Howes, C. (2013).Understanding how children`s
    engagement and teachers` interactions combine to
    predict school readiness. Journal of Applied
    Developmental Psychology, 34(6), 299-309.
    56.Winter, P. (2005). Defining, assessing and supporting
    the quality of education and care for babies and
    toddlers in centre based childcare. Questions of
    Quality, 274.
    57.Wiltz, N. & Klein, E. L. (2001). Children`s
    perceptions of high and low quality classrooms. Early
    Childhood Research Quarterly, 16(2), 209-238.
    Description: 碩士
    國立政治大學
    幼兒教育所
    1011570031
    103
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1011570031
    Data Type: thesis
    Appears in Collections:[幼兒教育研究所] 學位論文

    Files in This Item:

    File SizeFormat
    003101.pdf6528KbAdobe PDF21083View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback