南華大學機構典藏系統:Item 987654321/23120
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    题名: 幼兒園教保服務人員對幼兒園教保活動課程暫行大綱的態度之調查研究
    其它题名: Preschool Teachers' Attitudes toward the Temporary Curriculum Guideline of Preschool Activities
    作者: 夏昌君
    Hsia, Chang-Chun
    貢獻者: 幼兒教育學系
    劉惠君
    Hsei-Chun Liu
    关键词: 幼兒園教保活動課程暫行大綱;教保服務人員;態度
    Temporary Curriculum Guideline of Preschool Activities;preschool teacher;Attitude
    日期: 2015
    上传时间: 2015-08-24 15:19:41 (UTC+8)
    摘要: 　　本研究旨在探討｢幼兒園教保服務人員對幼兒園教保活動課程暫行大綱的態度｣之相關研究，以自編之「幼兒園教保服務人員對新課綱的態度調查問卷」為研究工具，研究對象為雲林縣、嘉義市、嘉義縣和台南市四縣市參加98、99和100學年度課程大綱實驗園所共19所之教師、教保員人數為218人，未參加實驗園所共26所之教師、教保員人數為218人。總共發出正式問卷436份，有效問卷為355份，回收率為81.42%。採用描述性統計、獨立樣本t 檢定、單因子變異數分析等統計方法進行資料處理。根據分析結果，歸納以下結論：一、教保服務人員對幼兒園教保活動課程暫行大綱的態度在「整體」、「認知」、「情感」和「行動傾向」構面上均屬於「中上程度」，傾向「積極正向」。二、不同背景變項在「服務年資」、「最高學歷之幼教背景」、「目前是否兼任行政職務」和「園所地區」並無顯著差異。三、就目前職務而言，在｢整體｣、｢認知｣和｢情感｣構面上幼兒園教師明顯高於教保員。四、就年齡而言，在｢整體｣和｢行動傾向｣構面上，41−50歲明顯高於30歲以下和31-40歲；在｢認知｣和｢情感｣構面上，41−50歲明顯高於30歲以下。五、就參加過新課綱研習而言，在｢整體｣和｢認知｣構面上，研習25小時以上明顯高於無參加研習、1-12和13-24小時，研習13-24小時明顯高於無參加研習和1-12小時；在｢情感｣構面上，研習25小時以上明顯高於無參加研習、1-12和13-24小時；在｢行動傾向｣構面上，研習13-24和25小時以上明顯高於無參加研習和1-12小時。六、就園所性質而言，在｢整體｣、｢認知｣、｢情感｣和｢行動傾向｣構面上公立幼兒園教保服務人員明顯高於私立幼兒園教保服務人員。七、就參加過課程大綱實驗園所而言，在｢整體｣、｢認知｣、｢情感｣和｢行動傾向｣構面上參加過課程大綱實驗園所明顯高於未參加。八、就園所規模而言，在｢整體｣和｢情感｣構面上園所規模4-6班明顯高於7-9班。　　最後，根據研究發現與結論，本研究分別對教育行政機關、幼兒園教保服務人員以及後續研究者提出相關建議事項以供參考。
    　　The main purpose of the study was to discover the preschool teachers' attitudes toward Temporary Curriculum Guideline of Preschool Activities. The research was applied questionnaire survey with self-compiled "Questionnaire of The Attitudes of Preschool Teachers toward the New Curriculum Guideline" as a research instrument. Subjects included 218 teachers from 19 preschools, which adopted the new curriculum guideline in Year 2009, 2010 and 2011, and 218 teachers from 26 preschools which did not in Yunlin county, Chiayi and Tainan area. Four hundred and thirty-six copies of the questionnaires were delivered with three hundred and fifty-five valid copies returned; hence, the effective response rate was around 81.42%. The data was statistically analyzed by descriptive statistics, ANCOVA, independent sample t-test and PMCC.Here are the results of the study:1. The participants have the upper level on overall attitude, affection aspect, cognition and motivation. 2. There is no significant difference in the attitude of participants toward the new curriculum guideline among variables of the working seniority, the highest academic qualification in early childhood education, the teacher with the administrative position or not and school location. 3. As for duties, preschool teachers obviously showed better overall attitude, cognition and affection aspect than baby-care assistants.4. As for age, participants aged 41 to 50 apparently had better overall attitude and motivation than those who were under 30 and in the age of 31 to 40. Participants aged 41 to 50 showed better cognition than those who were under 30. 5. As for whether the participants had attended the new guideline seminar or not, those who attended over 25 hours apparently had better cognition and better overall attitude than those who attended 1-12 hours, 13-24hours and those who had not attended.; those who attend 13-24 hours apparently showed better cognition and better overall attitude than those who attended 1-12 hours and those who had not attended. Those who attended over 25 hours apparently showed better affection aspect than those who attended 1-12 hour, 13-24 hours and those who had not attended. Those who attended 12-24 hours and over 25 hours apparently showed better motivation than those who had not attended and those who attended 1-12 hours. 6. Better overall attitude, cognition, affection aspect and motivation were found in public preschools than in private ones.7. The preschools that adopted the new guideline apparently showed better overall attitude, cognition, motivation and affection aspect.8. As for the size of the preschool, the schools having 4 to 6 classes showed better overall attitude and affection aspect than those with 7 to 9 classes.　　Finally, according to the results and conclusion, some concrete suggestions were provided for teachers, the official educational government and future researchers for further study.
    显示于类别:[幼兒教育學系] 博碩士論文

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