政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/158618

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/158618

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题名:	幼教師資職前課程與職能治療構面適配性之初探 An Exploratory Study of the Alignment Between Preschool Teacher Education Programs and Occupational Therapy Frameworks
作者:	黃品嘉 Huang, Pin-Jia
贡献者:	顏敏仁 Yan, Min-Ren 黃品嘉 Huang, Pin-Jia
关键词:	幼兒教育師資培育職能治療課程分析內容效度指數（CVI) 項目一致性指標（IOC）早期療育教育品質 Early Childhood Education Teacher Education Programs Occupational Therapy Curriculum Analysis CVI IOC Early Intervention Service Quality
日期:	2025
上传时间:	2025-08-04 14:42:14 (UTC+8)
摘要:	個體在幼兒階段可說是發展的黃金時期，而接受適當的早期療育，更能提升幼兒能力，使其日後發展趨於常態甚至卓越。近年來，幼兒教育現場中擁有多元需求的人數急遽上升，然而，身為第一線觀察、回應與介入的幼教師，其在師資培育階段所修習之師資職前教育課程，是否足以涵蓋與支持早期療育上所需之知能，尚缺乏系統性檢視。若於師資培育時建構職能治療知能的培養，亦可望減緩現行醫療端量能不足的衝擊。本研究以文獻建構出職能治療構面定義(核心內容)，包括「病理、生理與發展學之基礎」、「認知心理學之基礎」、「個案生活模式與環境分析」、「生理狀態之評估」、「心理狀態之評估」與「介入個案之策略」，並針對現行幼兒園師資職前教育課程進行分析。研究方法採用內容效度指數（CVI）及項目一致性指標（IOC），邀請具幼教、職能治療背景等跨領域專家進行及訪談，釐清課程於各構面上於課程涵蓋之現況與實務需求，以及實務現場的困境。研究發現「介入個案之策略」與心理層面相關課程涵蓋度較高；而生理及病理相關構面則明顯不足，且內容集中於少數課程；具中高相關之潛力課程則多為實作導向課程，惟整體仍需強化模擬與理論概念化的系統性訓練等。回饋亦指出幼教師對職能觀點掌握有限，造成早療執行困難與資源落差，顯示課程於整體系統補強之必要性。本研究建構課程與構面對應之檢核流程，可用於檢核不同學程之課程內容，提升學生跨領域之實務應對能力，進而強化現場教保服務品質。未來亦可推動多階段課程實驗設計，回應師資職前教育課程之需求。 Early childhood is a critical stage of development. Appropriate early intervention can enhance children's abilities and promote typical or even outstanding growth. With the increasing number of children with diverse needs in early education settings, whether current preschool teacher education programs sufficiently supports knowledge required for early intervention remains underexplored. Integrating occupational therapy (OT) frameworks during programs may help address gaps in resource capacity. This study establishes six OT-based dimensions—covering physiological, psychological, environmental, and intervention aspects—and analyzes preschool teacher education programs accordingly. Using the Content Validity Index (CVI) and Index of Item-Objective Congruence (IOC), cross-disciplinary experts evaluated course alignment, supplemented by interviews, which also revealed practical challenges faced in real settings. Results show higher coverage in psychological and intervention-related courses, but physiological and pathological content is limited. Practice-oriented courses showed potential but lack systematic theoretical training. Also noted limited understanding of OT among teachers, affecting early intervention quality. This study proposes a review framework to strengthen interdisciplinary training and improve service quality.
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