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題名 學前教師閱讀教學及其相關因素之研究
The Status and Related Factors of Preschool Teachers’ Teaching Reading
作者 鄧慧茹
Teng, Hui-Ju
貢獻者 簡楚瑛
Chien, Chu-Ying
鄧慧茹
Teng, Hui-Ju
關鍵詞 學前教師
閱讀教學
閱讀教學內涵
閱讀教學方法
閱讀環境
preschool teacher
reading teaching
the content of reading teaching
the methods of reading teaching
reading environment
日期 2006
上傳時間 17-Sep-2009 14:46:28 (UTC+8)
摘要 本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。

本研究之研究結論如下：
壹、學前教師閱讀教學現況
一、閱讀教學內涵
所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。
二、閱讀教學方法
學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。
三、閱讀環境
在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。
貳、影響學前教師閱讀教學之相關因素
不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。
The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS.

The major results are summarized in the following:
A. The status of preschool teachers’ teaching reading
a. the content of teaching reading
All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension.
b. the methods of teaching reading
The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives.
c. reading environment
The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system.
B. The related factors of preschool teacher’s teaching reading
Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .
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描述 碩士
國立政治大學
幼兒教育所
93157007
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093157007
資料類型 thesis
dc.contributor.advisor 簡楚瑛zh_TW
dc.contributor.advisor Chien, Chu-Yingen_US
dc.contributor.author (Authors) 鄧慧茹zh_TW
dc.contributor.author (Authors) Teng, Hui-Juen_US
dc.creator (作者) 鄧慧茹zh_TW
dc.creator (作者) Teng, Hui-Juen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 14:46:28 (UTC+8)-
dc.date.available 17-Sep-2009 14:46:28 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 14:46:28 (UTC+8)-
dc.identifier (Other Identifiers) G0093157007en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32882-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 93157007zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。

本研究之研究結論如下：
壹、學前教師閱讀教學現況
一、閱讀教學內涵
所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。
二、閱讀教學方法
學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。
三、閱讀環境
在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。
貳、影響學前教師閱讀教學之相關因素
不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。		zh_TW
dc.description.abstract (摘要) The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS.

The major results are summarized in the following:
A. The status of preschool teachers’ teaching reading
a. the content of teaching reading
All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension.
b. the methods of teaching reading
The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives.
c. reading environment
The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system.
B. The related factors of preschool teacher’s teaching reading
Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究動機 …………………………………………………………1
第二節 研究目的與研究問題 ……………………………………………4
第三節 研究範圍與研究限制 ……………………………………………5
第四節 名詞釋義 …………………………………………………………6

第二章 文獻探討
第一節 閱讀教學的理論基礎 ……………………………………………7
第二節 閱讀教學的內涵 …………………………………………………19
第三節 閱讀教學的方法 …………………………………………………31
第四節 閱讀環境的營造以及影響閱讀教學之相關因素 ………………38
第五節 閱讀教學的相關研究 ……………………………………………44

第三章 研究方法
第一節 研究對象 …………………………………………………………51
第二節 研究設計 …………………………………………………………51
第三節 研究程序 …………………………………………………………53
第四節 研究工具 …………………………………………………………55
第五節 資料處理與分析方法 ……………………………………………65

第四章 研究結果
第一節 閱讀教學之現況 …………………………………………………67
第二節 影響閱讀教學的相關因素 ………………………………………95
第三節 質性資料整理 ……………………………………………………104

第五章 研究結論、討論與建議
第一節 研究結論與討論 …………………………………………………109
第二節 研究建議 …………………………………………………………124
後記 …………………………………………………………………………127

參考文獻 ……………………………………………………………………129

附件一 學前教師閱讀教學現況檢核表(第一版) …………………………141
附件二 檢核表題項第一次修改記錄表 ……………………………………145
附件三 學前教師閱讀教學現況檢核表(第二版) …………………………148
附件四 檢核表題項第二次修改記錄表 ……………………………………153
附件五 學前教師閱讀教學現況檢核表(第三版) …………………………157
附件六 學前教師閱讀教學現況檢核表(第四版) …………………………163
附件七 相關因素與學前教師閱讀教學內涵交叉表 ………………………169
附件八 相關因素與學前教師閱讀教學方法交叉表 ………………………171		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093157007en_US
dc.subject (關鍵詞) 學前教師zh_TW
dc.subject (關鍵詞) 閱讀教學zh_TW
dc.subject (關鍵詞) 閱讀教學內涵zh_TW
dc.subject (關鍵詞) 閱讀教學方法zh_TW
dc.subject (關鍵詞) 閱讀環境zh_TW
dc.subject (關鍵詞) preschool teacheren_US
dc.subject (關鍵詞) reading teachingen_US
dc.subject (關鍵詞) the content of reading teachingen_US
dc.subject (關鍵詞) the methods of reading teachingen_US
dc.subject (關鍵詞) reading environmenten_US
dc.title (題名) 學前教師閱讀教學及其相關因素之研究zh_TW
dc.title (題名) The Status and Related Factors of Preschool Teachers’ Teaching Readingen_US
dc.type (資料類型) thesisen
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