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| Title: | 五歲幼兒就學準備度評量表之發展 |
| Other Titles: | Development of the Five-Year-Old Children School Readiness Assessment Scale |
| Authors: | 徐聯恩;鄭雅方
Hsu, Lien-An;Cheng, Ya-Fang |
| Contributors: | 幼教所 |
| Keywords: | 五歲幼兒;幼兒就學準備度;幼兒就學準備度評量;幼兒學習標準;表現指標
early learning standards;five-year-old children;key competencies |
| Date: | 2004 |
| Issue Date: | 2015-10-30 17:52:10 (UTC+8) |
| Abstract: | 一九九四年美國的教育目標指出「要在2000年，讓所有幼兒都準備好進入學校就讀」。於是，確保幼兒的就學準備度與確保幼兒園品質，便成爲美國學前教育界共同努力的目標。各州政府教育主管機關均積極訂定學生的學習標準，作爲教師進行課程規劃與檢討教學成效的準則，以教育好每一位幼兒。許多幼教研究機構與學者也戮力於建立幼兒就學準備度的評量工具，但相關評量工具各有特色。本研究的目的，便在於統整各國幼兒準備度相關評量工具的架構與內容，包括：美國Head Start辦公室所建立的「幼兒學習成果架構」、High Scope基金會所發展的「兒童行爲觀察記錄表」、香港教育局所發展的「兒童發展範疇表現指標」、香港教育學院所發展的「兒童發展評量表」，以及國內學者有關幼兒就學準備研究的結果，發展出我國適用的「五歲幼兒就學準備度評量表」。本研究最後以教育部委託發展的「我國五歲幼兒基本能力與學力指標」，以及香港教育學院所發行的「兒童發展評量表」爲藍本，擬訂「五歲幼兒就學準備評量表」。評量表共分五大領域、24項重點、62個項目、177個行爲指標，每個指標有三個表現水平。評量表適用於幼兒甫就讀大班時（五足歲開學時）、上學期結束前，以及下學期結束前“幼兒園教師可根據班上幼兒評量結果，設定課程目標、規劃課程內容，或進行個別化教學。
School readiness and quality preschool education are among the highest priorities in early childhood education policy in the international context. The purpose of this study is to develop a reliable and valid school readiness assessment scale, the Five-Year-Old Children School Readiness Assessment Scale (in Chinese), for kindergarten teachers to ensure the result of their teaching efforts and the learning outcomes of their kindergarteners. By systematically tabulating, comparing and integrating the contents of Head Start`s Child Outcomes Framework, High Scope`s Child Observation Record, Readiness Skills for Elementary School, Key Competency and Performance Indicators in Early Childhood Education, and Hong Kong`s Children Development Performance Indicators, Child Development Scale, the researchers successfully developed this readiness assessment scale. The Chinese Readiness Assessment Scale for Five-Years-Old Children is organized by domains, key areas, components, and indicators. It adopts the five-domain framework proposed by the National Education Goal Panel, that is, physical development and health, social and emotional interaction, language, cognition, and approaches to learning. Each domain contains several key areas; each key area contains several components; and each component contains several indicators, which make components concrete and operative. Every indicator has three performance levels and a remark column for teachers to record their observations and comments of children`s performance. There are 24 key areas, 62 components, and 177 indicators in the Assessment Scale. The kindergarten teachers can use those indicators to assess children`s school readiness at the beginning/end of the first semester, and the end of the second semester of K grade, to design their Curriculums, to adapt their teaching practices, and to implement individual teaching. |
| Relation: | 幼兒教育, 297, 2-21 |
| Data Type: | article |
| Appears in Collections: | [幼兒教育研究所] 期刊論文
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