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    Title: 幼兒家庭社會資本與學前教育經驗: 教育成就觀點
    Young Children’s Family Social Capital and Preschool Experience: The Educational Achievement Perspective
    Authors: 何欣頤
    Ho, Hsin Yi
    Contributors: 徐聯恩
    Hsu, Lien An
    何欣頤
    Ho, Hsin Yi
    Keywords: 幼兒家庭社會資本
    學前教育經驗
    幼兒就學準備度
    兒童教育成就
    Children’s academic achievement
    School readiness
    Family social capital
    Preschool education experiences
    Date: 2018
    Issue Date: 2018-07-31 13:49:45 (UTC+8)
    Abstract: 本研究以回溯方式探究小二學童幼兒時期之家庭社會資本、學前教育經驗、就學準備度與其教育成就之關係。
    優質的學前教育經驗與家庭因素為影響兒童教育成就之兩大重要因素。但是,文獻探討顯示,(一)研究者多半探討家庭社經地位或家長參與對兒童教育成就之影響,並未探討家庭社會資本對兒童教育成就之影響。(二)國內尚無探究優質學前教育經驗與兒童教育成就之關係。(三)就學準備度與兒童教育成就(學業成績、生活適應)呈正相關,就學準備度之認知構面尤為重要。因此,本研究進一步探究家庭社會資本與優質學前教育經驗,對幼兒就學準備與日後教育成就之關係。
    本研究於雙北市徵得三所優質幼兒園(獲得教育部教學卓越獎或臺北市教學卓越獎推薦之幼兒園)所屬學區公立小學之同意,以三校小二學童為研究對象,共211位,樣本回收145份,可用樣本140份,可用率66%。
    本研究以三階段進行施測,第一階段取得家長之同意,請家長簽署家長同意書,並填寫家庭社會資本問卷;第二階段針對家庭社會資本有效問卷,請學童填寫生活適應問卷;第三階段根據上述有效樣本,經學校提供配對之小一及小二成績。
    主要分析結果如下:一、不同學前教育經驗之兒童,其家庭社經地位、家庭社會資本均無顯著差異,但就讀優質幼兒園之幼兒,其家庭外社會資本(父母與學校的互動)較高。二、不同學前教育經驗之兒童,其學業成績與生活適應能力均無顯著差異,但就讀優質幼兒園之兒童在生活適應上,顯著優於一般幼兒園兒童。三、家庭社經地位與兒童之學業成績呈低度正相關,但與兒童之生活適應無關;而家庭社會資本與兒童學業成績、生活適應均呈低度正相關;家庭社會資本似乎比家庭社經地位更為重要。四、就學準備度與教育成就有顯著正相關,但不同學前教育經驗之兒童,其就學準備度無顯著差異;而家庭社經地位、家庭內社會資本與就學準備度均呈低度正相關;家庭因素似乎比學前教育因素更為重要。五、幼兒就學準備和母親教育程度,對兒童學業成績有預測力;另一方面,就學準備和父母與學校互動,對兒童生活適應有預測力,可見幼兒就學準備之重要。
    The purpose of this study is to investigate the relationship between children's family social capital, preschool education experience, school readiness in the early childhood period and their later educational achievement.
    The research data comes from three public elementary schools near high-quality preschools in Taipei City and New Taipei City. Questionnaires received from 145 second-grade students and their parents from 211 samples, among them 140 are effective, the effective response rate was 66%.
    Main finding of the study includes,
    1. Children’s family social economic status and family social capital from high-quality preschools are not different from ordinary preschools. However, parents in high-quality preschool interact with school more frequently.
    2. The academic performance between children with different preschool education experience is not different. However, children with high-quality preschool experience are better in "individual adaptation".
    3. Children’s family social economic status are correlated only with their academic achievement, however children’s family social capital are correlated with both their academic achievement and life adaptation.
    4. Children’s school readiness is correlated with their educational achievement. Children’s school readiness is correlated with their family social economic status, social capital within the family, not with their preschool education experience. It seems that family factors are more importance than preschool education experience.
    5. School readiness and mother education level predict children’s academic achievement; in the mean times, school readiness and parent-school interaction predict children’s life adaptation. It seems that school readiness is an important factor in predicting children’s education achievement.
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    Description: 碩士
    國立政治大學
    幼兒教育研究所
    104157013
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1041570131
    Data Type: thesis
    DOI: 10.6814/THE.NCCU.ECE.008.2018.F02
    Appears in Collections:[幼兒教育研究所] 學位論文

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