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    題名: 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
    作者: 洪郁婷
    貢獻者: 徐聯恩
    洪郁婷
    關鍵詞: 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
    日期: 2014
    上傳時間: 2015-04-01 10:03:00 (UTC+8)
    摘要: 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.
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    描述: 碩士
    國立政治大學
    幼兒教育所
    1011570031
    103
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G1011570031
    資料類型: thesis
    顯示於類別:[幼兒教育研究所] 學位論文

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