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題名 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作者 何欣頤
Ho, Hsin Yi貢獻者 徐聯恩
Hsu, Lien An
何欣頤
Ho, Hsin Yi關鍵詞 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日期 2018 上傳時間 31-Jul-2018 13:49:45 (UTC+8) 摘要 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. 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國立政治大學
幼兒教育研究所
104157013資料來源 http://thesis.lib.nccu.edu.tw/record/#G1041570131 資料類型 thesis dc.contributor.advisor 徐聯恩 zh_TW dc.contributor.advisor Hsu, Lien An en_US dc.contributor.author (Authors) 何欣頤 zh_TW dc.contributor.author (Authors) Ho, Hsin Yi en_US dc.creator (作者) 何欣頤 zh_TW dc.creator (作者) Ho, Hsin Yi en_US dc.date (日期) 2018 en_US dc.date.accessioned 31-Jul-2018 13:49:45 (UTC+8) - dc.date.available 31-Jul-2018 13:49:45 (UTC+8) - dc.date.issued (上傳時間) 31-Jul-2018 13:49:45 (UTC+8) - dc.identifier (Other Identifiers) G1041570131 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119102 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 幼兒教育研究所 zh_TW dc.description (描述) 104157013 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與待答問題 5第三節 研究假設 6第四節 名詞釋義 7第五節 研究範圍與限制 9第二章 文獻探討 10第一節 兒童教育成就 10第二節 家庭因素與兒童教育成就 12第三節 優質學前教育經驗之研究 23第四節 幼兒就學準備度與兒童教育成就 33第三章 研究方法與步驟 46第一節 研究方法 46第二節 研究架構 48第三節 研究對象 49第四節 研究工具 52第五節 實施程序 56第六節 資料處理與分析方法 57第四章 分析結果 59第一節 現況分析 59第二節 兒童教育成就之分析 71第三節 幼兒就學準備度之分析 78第四節 兒童教育成就之預測 81第五節 綜合討論 89第五章 結論與建議 93第一節 結論 93第二節 其他研究發現 96第三節 建議 98參考文獻 102附錄一 109附錄二 110附錄三 113 zh_TW dc.format.extent 1984953 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1041570131 en_US dc.subject (關鍵詞) 幼兒家庭社會資本 zh_TW dc.subject (關鍵詞) 學前教育經驗 zh_TW dc.subject (關鍵詞) 幼兒就學準備度 zh_TW dc.subject (關鍵詞) 兒童教育成就 zh_TW dc.subject (關鍵詞) Children’s academic achievement en_US dc.subject (關鍵詞) School readiness en_US dc.subject (關鍵詞) Family social capital en_US dc.subject (關鍵詞) Preschool education experiences en_US dc.title (題名) 幼兒家庭社會資本與學前教育經驗: 教育成就觀點 zh_TW dc.title (題名) Young Children’s Family Social Capital and Preschool Experience: The Educational Achievement Perspective en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 王中天(2003)。社會資本(Social Capital):概念、源起、及現況,問題與研究 ,42(5),139 – 163。朱經明(2010)。 教育統計學。台北:五南。李文益、黃毅志(2004)。文化資本、社會資本與學生成就的關聯性之研究-以台東師院為例。台東大學教育學報,15 (2),23-58。李威伸(2003)。文化資本與學業成就關係之研究:以台中市國中生為例。私立東海大學教育研究所碩士論文,台中市。李威伸、何信慧(2003)。誰能成為老師眼中的好學生?檢視文化資本的效果。人文與社會學科教學通訊,14 (2),66-79。李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源 與教育成就結構關係模式之驗證: 以TEPS資料庫資料為例。台灣教育社會學研究,5(2),1-47。李文欽(2003)。國民小學單親兒童與雙親兒童行為困擾及生活適應之比較研究。未出版之碩士論文,國立屏東師範學院國民教育研究所,屏東市。周新富(2006)。Coleman社會資本理論在台灣地區的驗證:家庭、社會資本與學業成就之關係,當代教育研究季刊,14(4),1-28。周新富、王財印( 2006)。社會資本在家庭代際人力資本傳遞作用之探討。國立臺北教育大學學報,2,281-306。林俊瑩(2007)。檢視個人與家庭因素、學校因素對學生學業成就的影響:以SEM 與 HLM 檢證 Coleman 報告書的論點。高雄師範大學教育學系博士論文,高雄市。林枝旺(2006)。以 Coleman 社會資本理論探討高職學生家庭背景與學業成就關係之研究 。國立嘉義大學家庭教育研究所碩士論文,嘉義市。林大森(2001)家庭教育資源對教育分流, 教育取得之影響。 國立政治大學社會學報,31, 45-75。林琬玲(2010)。幼兒園品質與幼兒課程經驗之相關研究。國立政治大學幼兒教育究所碩士論文,台北市。林義男、王文科(1988)。教育社會學。台北市:五南。林俊瑩、吳裕益(2007)。家庭因素、學校因素對學生學業成就的影響:階層線性模式的分析。教育研究集刊,53(4),107-144。林淑玲、馬信行(1983)。家庭社經背景對學前教育機會的影及學前教育對小學學業成績的影響。政大教育與心理研究,6,19-39。施玠羽(2007)。幼兒就學準備度相關因素之研究。國立政治大學幼兒教育研究所碩士論文,台北市。孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。臺灣社會學刊,19,95 - 139。教育部。教學卓越獎[公告]。台北市:教育部。2018年2月30日取自:http://eta105.chis.com.tw/frame.aspx陳芍妤(2011)。桃園縣幼兒家長選擇才藝班之研究:教育選擇權的觀點。元智大學碩士論文。陳青達、鄭勝耀(2008)。文化資本與學習成就相關研究。新竹教育大學學報,25(1),79-98。陳建州、劉正(2001)。重探學校教育功能:家庭背景因素影響力變化之研究。台東師院學報,12(1),115-144。陳順利(2001)。原漢青少年飲酒行為與學業成就之追蹤調查--以台東關山地區為例。教育與心理研究,24(上),67-98。許崇憲(2002)。家庭背景因素與子女學業成就之關係:台灣樣本的後設分析。中正教育研究,1(2),25-62。黃毅志(1996)。台灣地區民眾地位取得之因果機制: 共變結構分析,東海社會學報,5,213-248。黃毅志(2008)。如何精確測量職業地位?[改良版台灣地區新職業聲望與社經地位量表] 之建構. 台東大學教育學報, 19(1), 151-160.黃信誠(2003)。家庭教育資本與學生學習態度之研究-居住嘉義偏遠地區與一般地區國中生之比較 。南華大學教育社會學研究所碩士論文,嘉義縣。黃貴祥(1988)。學習目標、學習技巧、自我概念與學業成就之相關研究。國立政治大學心理研究所碩士論文,台北市。馮涵棣、梁綺涵(2008)。越南媽媽. 臺灣囡仔:臺越跨國婚姻家庭幼兒社會化之初探。台灣人類學刊, 6(2), 47-88。楊肅棟(2001)。學校、教師、家長與學生特質對原漢學業成就的影響--以台東縣國小為例。台灣教育社會學研究,1(1),209-247。張芳全(2011)。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究,臺中教育大學學報,25(1),29-56。張靖敏 (2013)。嘉義市五歲幼兒就學準備度之研究。國立嘉義大學幼兒教育學系研究所,嘉義市。鄭雅方(2009)。幼兒就學準備度評量之研究。國立政治大學幼兒教育研究所碩士論文,台北市。劉世閔、吳育偉(2004)。家長教育選擇權:教育公平與績效的雙刃劍,國民教育研究學報,12,19-40。劉惠君、陳麗卿(2010)。雲林縣國小新生學童學校生活適應之研究。幼兒教育研究,2,107-142。盧淑華(2008)。文化資本與學習成就的關係-以台灣教育長期追蹤資料庫2001年至2005年三波追蹤樣本為例。國立政治大學社會學研究所,未出版,台北市。Buchmann, C., DiPrete, T. 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