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    题名: 幼稚園教師教學角色認同及踐行研究
    Teaching Role Identification and Role Performance of Kindergaten Teachers
    作者: 黃意舒
    Huang, Yie-Su
    贡献者: 毛連塭
    盧欽銘
    Mau, Lian-Uen
    Lu, Chin-Ming
    黃意舒
    Huang, Yie-Su
    关键词: 角色認同
    角色踐行
    角色社會化
    角色踐行模式
    角色認同體
    生涯發展階段
    Role identification
    Role performance
    Rrole socailization
    Role Identity
    日期: 1994
    上传时间: 2016-05-11
    摘要: 本研究主要的目的：（一）建立並驗證幼稚園教師教學角色認同及角色踐行之間的模式，（二）探討影響幼稚園教師之教學角色認同或角色踐行社會化之因素。
    針對上述二項目的，自編『幼稚園教師教學角色量表』，由社會期望之95項教學角色行為所組成，以360位74至78年之九所師院幼教師資科畢業之現職幼教教師之評量角色行為難易結果作因素分析，得到五項教學角色變項，再由80學年度考進市立師院幼教系進修部之現職幼教教師160人作每一變項之因素分析，得到每一變項之兩個因素為評量指標，以十個評量指標組成『幼稚園教師教學角色量表』，進行幼稚園教師教學角色認同及踐行的研究。
    研究樣本為655位現職幼稚園教師，一方面取樣自台北市公私立幼稚園，一方面取樣自各師院幼教系之高職幼保學分班中之任教幼稚園者，先以LISREL統計驗證教學角色認同影響教學角色認同及角色踐行之相關、變異數差異及區別分析的結果。以研究結果解釋幼稚園教師教學角色社會化過程。本研究結論如下：
    壹、由探索性因素分析得到教學角色的五個變項：教學設計、教學準備、教學實施、教學評量、幼兒輔導。再由探索性因素分析來尋找每一變項之兩項因素，作為每一變項之評量指標：教學設計包括『活動選擇』及『活動組織』，教學準備包括『環境佈置』及『教材教具準備』教學實施包括『教學技巧實施』及『教學領域實施』，教學評量包括『實際評量』及『應用評量』，幼兒輔導包括『關係建立』及『瞭解幼兒』。
    貳、以平均來看，本研究樣本認同這些教學角色變項是相當重要的，『應用評量』的踐行有點困難，其餘教學角色變項的踐行則都還很容易。
    參、教學角色認同影響教學角色踐行的模式獲統計結果支持。
    肆、依據前研究推論所建立之『幼稚園教學角色踐行模式』獲統計結果支持：教學設計角色的難易程度影響教學準備的難易程度，教學準備角色的難易程度影響教學實施的難易程度，教學實施的難易程度影響幼兒輔導的難易程度，幼兒輔導的難易度程度影響教學評量的難易程度，教學評量的難易度影響教學設計的難易程度。
    伍、角色踐行對角色認同的影響是透過社會化的心理建構過程，卻是間接的影響關係，本研究以『幼稚園教學角色踐行模式』為角色踐行所建構的認同體。
    陸、相關分析結果：學歷、年資、師生比率、進修機會對教師角色的認同及踐行之二十個指標之相關多少都有達顯著的指標，以與年資達顯著相關的指標最多，與學歷達顯著相關的指標最少：而在達顯著相關的指標數，以角色踐行的指標多於角色認同的指標。
    柒、區別分析結果：生涯發展階段不僅在教學角色認同有其區別，在教學角色踐行也有其區別，依生涯發展階段由新教進師至諮詢教師，愈來愈認同也愈來愈容易；任教前五年間雖在角色認同沒有區別，可說是同一認同階段，但在角色踐行則依年資有進步：高師生比率也會造成教師角色之認同較低及角色踐行較難。
    至於不同師資培育別教師教學角色認同及踐行在引道學習及關係建立上有所區別：高職幼保傾向於關係建立的角色，幼專傾向於引導學習的角色。任教園別之教學角色認同及踐行之區別則在環境佈置角色認同及踐行，私立幼稚傾向於其他教材準備及領域教學等角色的認同及踐行。
    捌、關係建立及教學評量的認同在年資及生涯發展階段中都未改變，所以非幼稚園教師教學角色認同之社會化的重要原因。其他教學角色變項之認同雖隨年資而認同漸增，但在前五年的教學年資未改變，在生涯發展階段間才有改變：資深教師（任教第五至十年）環境佈置角色認同程度最高，諮詢教師（任教十一年以後）教學設計及教學技巧之認同程度最高，至於教材教具準備、教學領域實施、瞭解幼兒等角色認同依年資而漸增。
    玖、活動選擇、活動組織、環境佈置、教材教具準備、教學技巧實施、教學領域實施、實際評量、應用評量、瞭解幼兒九項指標之角色踐行因年資而愈來愈容易，關係建立則不因年資而愈來愈容易。在任教年資前五年間，活動組織、環境佈置、教學技巧實施、瞭解幼兒之角色踐行容易度就有進步，除關係建立外，各教學指標踐行容易度都有依年資而進步的現象。
    拾、本研究提出之幼稚園教學角色社會化過程模式大部份已為本研究所支持或找出影響因素：本研究之教學角色變項、評量指標及項目就是社會期望之幼稚園教師教學角色，在新進教師已經有相當的認同，教學角色的認同會影響教學角色的踐行，而教學角色的認同及踐行也受社會化的因素所影響，如師資培育別、任教年資別、生涯發展階段、進修機會、任教園別、師生比率別等，然而任教年教前五年並未改變角色認同，但改變角色踐行。由教學角色行為難易所建構之角色認同體即『教師教學角色踐行模式』，此模式也受本研究樣本所支持，可見是合理的模式，可提供師資培育實習生或新進教學師教學時之參考架構，促進教學行為省思、評估或建議認同體的參考。本研究結果發現教學角色認同生涯發展階段而影響，表示角色認同經長時間的經驗累積仍有轉移的情形。
    依據研究結論提出的建議如下：
    壹、對幼稚園教學的建議
    一、鼓勵教師辨認其個人之教學踐行模式，以確定其教學行為對幼兒學習的意義。
    二、教學設計、教學準備、教學實施、教學評量及幼兒輔導可為提供幼稚園教師在思索其教學踐行模式的五個參考變項。
    三、以本研究之教學角色踐行模式可為新進教師教學時思考的參考。
    貳、對幼稚園教師專業成長的建議
    一、促進幼稚園教師的在職業進修以增加專業認同。
    二、建立幼稚園帶班老師的晉級制度及教學諮詢制度。
    參、對幼稚園師資培育的建議
    一、加強培養師範生概念架構形成的能力。
    二、協助師範生獲得課程及教學的知識、自我瞭解及教師生涯成長的知識，以增加其教學工作之省思能力。
    三、加強實習生在活動組織、環境佈置、教學技巧實施、瞭解幼兒之經驗。
    肆、對幼稚園教學研究的建議
    一、重視幼稚園教學之中幼兒學習心理學基礎的研究。
    二、研究幼稚園教育理念與教學實際之關係，以確定教育理念是否被切實實拖。
    三、研究生涯發展階段中教師角色認同的轉移。
    四、研究教學評量的理論與實務
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