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| Title: | 教學品質與幼兒學習成就之相關研究-以臺北市公立幼兒園為例
A Study of Kindergartens’ Instructional Quality and Children`s Academic Achievements |
| Authors: | 賴怡文
Lai, Yi Wen |
| Contributors: | 徐聯恩
Xu, Lian En
賴怡文
Lai, Yi Wen |
| Keywords: | 教學品質
幼兒學習環境
學習成就
Instructional quality
learning environment
academic achievement |
| Date: | 2013 |
| Issue Date: | 2014-08-25 15:30:20 (UTC+8) |
| Abstract: | 本研究旨在探討教學品質與幼兒學習成就之相關研究。目的為：一、探討「教室教學品質評量表」(Classroom Assessment Scoring System，CLASS)架構的適用性；二、瞭解臺北市公立幼兒園教學品質之現況；三、分析臺北市公立幼兒園不同合班關係其教室教學品質之差異情形。
本研究以相關文獻及評量工具「教室教學品質評量表」、「幼兒學習環境評量表」(Early Childhood Environment rating Scale Revised Edition, ECERS-R)、「五歲幼兒就學準備度評量表」為研究探討。以臺北市公立幼兒園教室為觀察對象，共計33間教室、126位五歲幼兒。依觀察所得資料以平均數、標準差、單因子變異數分析、皮爾森積差相關進行資料處理與分析。本研究主要結論如下：
壹、幼兒園教學品質與幼兒學習環境有顯著相關：
教學品質「情緒支持」與幼兒學習環境評量表之「互動」有顯著正相關；教學品質「教室經營」與幼兒學習環境評量表之「語言-推理」有顯著正相關；教學品質「教學支持」與幼兒學習環境評量表之「語言-推理」有顯著正相關。
貳、本研究所取樣之教師具有良好的教學品質：
教學品質之「情緒支持」最高，與「教室經營」皆達高品質；「教學支持」亦有中品質表現。
參、不同學習形式之教學品質不一致
「教學支持」上，「大團體」與「小團體」學習形式表現較佳；「點心時間」則反之。
肆、不同學習內容之教學品質不一致
「教學支持」上，「語言」學習內容表現較佳；「體能」則反之。
伍、不同合班關係在教學品質上無顯著差異。
陸、教學品質對幼兒學習成就不具預測力。
關鍵字：教學品質、幼兒學習環境、學習成就
The main purpose of this study is to discuss in the kindergarten quality of instruction and children`s academic achievement. Purposes were: (a) explore the applicability of "classroom teaching quality rating scale"(CLASS); (b) understand the current status of instructional quality of public kindergartens in Taipei; (c) analysis the date of classroom’s instructional quality between different co-teaching types.
To accomplish these purposes, the methods adopted were comprehensive literature review and assessment instruments. Three scales including “Classroom Assessment Scoring System”(CLASS), “Early Childhood Environment rating Scale Revised Edition”(ECERS-R) and “five-year-old children school readiness assessment”. The samples consisted of 33 classrooms from pubic kindergarten in Taipei and 126 children from 5 years old. The dates were analyzed by “Mean”. ”Standard Deviation”, “One-Way ANOVA” , “Pearson Product-Moment Correlation”. The major results were summarizing as follows:
1.There are significantly positive correlation between kindergarten’s instructional quality and children’s learning environment.
2. The study has good instructional quality of the kindergarten teachers.” Emotional Support” is the most obvious, and with “Classroom Organization” tended to high quality. “Instructional Support” tended moderate to high.
3. Instructional quality of different learning forms are inconsistent.
4. Instructional quality of different learning contents are inconsistent.
5.Teacher’s co-teaching types and instructional quality not have any significant influences.
6. Instructional quality could not predict children’s academic achievements.
Keyword: Instructional quality, learning environment, academic achievement |
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| Description: | 碩士
國立政治大學
幼兒教育所
100157017
102 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G1001570171 |
| Data Type: | thesis |
| Appears in Collections: | [幼兒教育研究所] 學位論文
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