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題名 學前融合班幼兒教室互動品質之研究 - 以一所非營利幼兒園為例
A Study on Preschoolers Interactions Quality in an Inclusive Classroom : The case of a Nonprofit Preschool作者 沈怡秀
Shen, Yi-Hsiu貢獻者 徐聯恩
Hsu, Lien-An
沈怡秀
Shen, Yi-Hsiu關鍵詞 學前融合班
幼兒教室互動品質
教師互動
同儕互動
工作互動
Inclusive Classroom
inCLASS
Teacher Interactions
Peer Interactions
Task Orientation日期 2023 上傳時間 1-Feb-2024 11:42:38 (UTC+8) 摘要 本研究旨在探討學前融合班級中幼兒教室互動品質。目的有三：（一）暸解個案幼兒園學前融合班中幼兒教室互動現況；（二）應用inCLASS量表暸解個案幼兒園學前融合班之幼兒互動品質；（三）探討 inCLASS量表應用於學前融合班互動品質之適切性與可調整之方向。研究對象為苗栗縣一間非營利幼兒園。 本研究分別從幼兒及教師的角度探討教室互動之實際情形，並透過教師訪談來暸解教室互動品質之經驗。取得觀察數據後，使用 SPSS27.0 及 MAXQDA 進行資料分析。主要研究結果如下： ㄧ、學前融合班幼兒教室互動現況：（一）教師互動：教師為協調者、觀察及教導者。（二）同儕互動：同儕為協助者、獨行者。（三）工作互動：主動性及投入會受到不同活動的影響、情緒會受到活動轉換的影響。 二、學前融合班幼兒教室互動品質「教師互動」、「同儕互動」為低品質；「工作互動」為中高品質。 三、學前融合班教師使用 inCLASS 施測具一致性及穩定性：（一）具評分者信度，不同評分者評分結果近似。（二）inCLASS 有效幫助暸解幼兒互動狀況。（三）inCLASS 有效幫助調整教學策略。 四、學前融合班教師使用 inCLASS 施測可調整之方向：（一）加強描述 inCLASS 評分工具的緣起及背景脈絡。（二）依教師需求搭配作息選擇不同時段與活動型態，以全面了解到幼兒互動樣貌。 研究限制與建議：學前融合班的組成與學習脈絡或有不同，因此，研究結果尚無法進行一般性推論。班級經營應放慢步調，深化幼兒與教師互動品質；建構融合友善聯合及合作遊戲，提升同儕互動品質。
This study aims to explore the quality of classroom interactions among preschoolers in Inclusive Classroom. The objectives are threefold: (1) to understand the current status of child-teacher interactions in the inclusive classroom; (2) to apply the inCLASS scale to assess the interaction quality of children in the inclusive classroom; (3) to investigate the appropriateness and adjustable directions of applying the inCLASS scale to assess interaction quality in the inclusive classroom. The research subject is a non-profit kindergarten located in Miaoli County. This study examines classroom interactions from the perspectives of both preschoolers and teachers. Teacher interviews are utilized to explore experiences related to the quality of these interactions. Observational data is collected and analyzed using SPSS 27.0 and MAXQDA. The primary research results are as follows: 1. Current Status of Interaction in Inclusive Classroom. (1) Teacher Interaction: Teachers act as coordinators, observers, and instructors. (2) Peer Interaction: Peers act as assistants and individual performers. (3) Task Orientation: Initiative and engagement are influenced by different activities, and emotions are affected by transitions between activities. 2. Interaction Quality in Inclusive Classroom "Teacher Interaction" and "Peer Interaction" are of low quality, while "Task Orientation" is of medium to high quality. 3. Consistency and Stability of inCLASS Testing by Teachers in Inclusive Classroom. (1) Inter-rater Reliability, is observed, as the scoring results from different evaluators show close similarity. (2) inCLASS effectively helps understand the interaction status of children. (3) inCLASS effectively aids in adjusting teaching strategies. 4. Adjustable Directions for Teachers Using inCLASS Testing in Inclusive Classroom. (1) Strengthen the description of the origin and background context of the inCLASS scoring tool. (2) Match different time periods and activity types according to what the teacher needs to comprehensively understand the patterns of child interactions. Research Limitations and Recommendations: Due to variations in Inclusive Classroom compositions, findings may lack generalizability. Recommend slowing down classroom management to enhance interactions between preschoolers and teachers. Suggest creating integration-friendly collaborations and cooperative games to improve peer interaction quality.參考文獻 一、中文部分 于承平（2016）。臺灣融合教師師資教育供需現況與問題探究。學校行政，102，140-160。 王天苗（2001）。運用教學資源建立融合教育實施模式-以公立幼稚園的經驗為例。 特殊教育研究學刊，21，27-51。 王天苗（2002）。發展遲緩幼兒在融合教育環境裡的學習。特殊教育研究學刊，23，1-23。 王天苗（2003）。學前融合教育實施的問題與對策—以台北市國小附幼為例。特殊教育研究學刊，25，1-25。 全國法規資料庫（2014）。兒童權利公約。民103 年11月20日。取自：https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=Y0000062 江佩穎（2016）。幼兒教室互動品質之研究。國立政治大學幼兒教育研究所碩士論文，未出版，台北市。 行政院（2021）。我國少子女化對策計畫。 吳淑美（1998a）。學前融合班教學理念篇。台北：心理出版社。 呂依蓉（2016）。《薩拉曼卡宣言與特殊需求教育行動綱領》翻譯：融合教育檢視與反思（一）。特殊教育季刊，138，21-28。 林貴美（2001）。融合教育政策與實務。收錄於楊宗仁主編《融合教育學術論文集》。台北市：國立台北師範學院特殊教育中心出版，11-20。 張蓓莉（2009）。臺灣的融合教育。中等教育，60（4），8-18。 教育部（2020）。105–109學年度特殊教育年報。 曹純瓊（2001）。學前融合教育。臺北，啟英文化。 曾麗芳（2011）。以感覺動作遊戲增進偏遠地區發展遲緩幼兒之社會能力。國立臺中教育大學早期療育研究所碩士論文，未出版，臺中市。 程惠明（2011）。遊戲方案對自閉症兒童社會互動能力之影響研究。中國文化大學青少年兒童福利研究所碩士論文，未出版，臺北市。 程鈺雄（譯）（2004）。E. C. Smith 著。特殊教育導論-應用在融合教育的理論與實務 (Teaching Students with Special Needs in Inclusive Settings)。台北市：五南。 黃世鈺（2002）。認識學前融合教育。載於黃世鈺主編，學前融合教育—課程與教學（頁23-31）。台北：五南。 衛生福利部社會及家庭署（2014）。聯合國兒童權利公約逐條要義。取自 https://crc.sfaa.gov.tw/Uploadfile/Material/1_20210318210026_8172784.pdf 盧美貴（2019）。幼兒教保概論（第五版）。臺北：五南。 戴文青（2004）。Bronfenbrenner「發展過程生態學」在臺灣幼教相關研究之評析。兒童及少年福利期刊，6，157-183。 二、英文部分 Bohlmann, N. L., Downer, J. T., Williford, A. P., Maier, M. F., Booren, L. M., & Howes, C. (2019). Observing children's engagement: Examining factorial validity of the inCLASS across demographic groups. Journal of applied developmental psychology, 60, 166-176. Booren, L. M., Downer, J. T., & Vitiello, V. E. (2012). Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings. Early Education and Development, 23(4), 517-538. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Buhs, E., Ladd, G., & Herald, S. (2006). Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children's Classroom Engagement and Achievement? Journal of Educational Psychology, 98, 1-13. doi:10.1037/0022-0663.98.1.1 Bullis, M., & Foss, G. (1986). Assessing the employment-related interpersonal competence of mildly mentally retarded workers. American Journal of Mental Deficiency, 91(1), 43–50. Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions. Early Childhood Research Quarterly, 25(1), 1-16. Harvey, J., Voorhees, M. D., & Landon (1997). The role of the state department of education in promoting integrated placement options for preschoolers: Views from the field. Topics of Early Childhood Special Education, 17(3), 387-409. Hauser-Cram, P., Bronson, M.B., & Upshur, C. C. (1993). The effects of the class-room environment on the social and mastery behavior of preschool children with disabilities. Early Childhood Re-search Quarterly, 8, 479-498. Helburm, S.W. & Howes, C. (1996) .Child care cost and quality. The Future of Children, 6(2), 62-82. Janko, S., & Porter, A. (1997). Portraits of inclusion through the eyes of children, families, and educators. Seattle, WA: Early Childhood Research Institute on inclusion. Kim, H., Cameron, C. E., Kelly, C. A., West, H., Mashburn, A. J., & Grissmer, D. W. (2019). Using an Individualized Observational Measure to Understand Children's Interactions in Underserved Kindergarten Classrooms. Journal of Psychoeducational Assessment, 37(8), 935-956. O’Connor, E., & McCartney, K. (2007). Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development. American Educational Research Journal - AMER EDUC RES J, 44, 340-369. doi:10.3102/0002831207302172 Odom, S. L., McConnell, S. R., & Chandler, L. K. (1993). Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities. Exceptional Children, 60(3), 226-236. https://doi.org/10.1177/001440299406000304 Peisner-Feinberg, E. S. (2004). Child care and its impact on young children’s development. In Tremblay, R. E., Barr, R.G., & Peters, R. D. (Eds.), Encyclopedia on early childhood development. Montreal, Quebec: Center of Excellence for Early Childhood Development. Retrieved Dec. 5, 2009, from www.exellence-earlychildhood.ca/documents/ Peisner-FeinbergANGxp.pdf Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102-120. Postel, H. H. (1937). The special school versus the special class. Exceptional Children, 4 , 12-13, 18-19. Slot, P. L., & Bleses, D. (2018). Individual children's interactions with teachers, peers, and tasks: The applicability of the inCLASS Pre-K in Danish preschools. Learning and Individual Differences, 61, 68-76. Smith, B. J.，& Rose, D. F. (1993). Administrator’s policy handbook for pre-school mainstreaming. Cambridge, MA: Brooklin Books. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B.,& Elliot, K. (2003). The Effective Provision of Pre-Schoold Education〈EPPE〉Project: Findings from the Pre-school Preiod. London: Institute of Education, University of London. Vitiello, V. E., Booren, L. M., Downer, J. T., & Williford, A. P. (2012). Variation in Children's Classroom Engagement Throughout a Day in Preschool: Relations to Classroom and Child Factors. Early Childhood Research Quarterly, 27(2), 210-220. Vitiello, V. E., Downer, J. T., & Wiliford, A. P. (2012). English language and literacy development in preschool: Associations with children’s classroom-based engagement with teachers, peers, and tasks. Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of applied developmental psychology, 34(6), 299-309. Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's Engagement within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24(2), 162-187. 描述 碩士
國立政治大學
幼兒教育研究所
107157010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107157010 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) 沈怡秀 zh_TW dc.contributor.author (Authors) Shen, Yi-Hsiu en_US dc.creator (作者) 沈怡秀 zh_TW dc.creator (作者) Shen, Yi-Hsiu en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Feb-2024 11:42:38 (UTC+8) - dc.date.available 1-Feb-2024 11:42:38 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:42:38 (UTC+8) - dc.identifier (Other Identifiers) G0107157010 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149653 - 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) 107157010 zh_TW dc.description.abstract (摘要) 本研究旨在探討學前融合班級中幼兒教室互動品質。目的有三：（一）暸解個案幼兒園學前融合班中幼兒教室互動現況；（二）應用inCLASS量表暸解個案幼兒園學前融合班之幼兒互動品質；（三）探討 inCLASS量表應用於學前融合班互動品質之適切性與可調整之方向。研究對象為苗栗縣一間非營利幼兒園。 本研究分別從幼兒及教師的角度探討教室互動之實際情形，並透過教師訪談來暸解教室互動品質之經驗。取得觀察數據後，使用 SPSS27.0 及 MAXQDA 進行資料分析。主要研究結果如下： ㄧ、學前融合班幼兒教室互動現況：（一）教師互動：教師為協調者、觀察及教導者。（二）同儕互動：同儕為協助者、獨行者。（三）工作互動：主動性及投入會受到不同活動的影響、情緒會受到活動轉換的影響。 二、學前融合班幼兒教室互動品質「教師互動」、「同儕互動」為低品質；「工作互動」為中高品質。 三、學前融合班教師使用 inCLASS 施測具一致性及穩定性：（一）具評分者信度，不同評分者評分結果近似。（二）inCLASS 有效幫助暸解幼兒互動狀況。（三）inCLASS 有效幫助調整教學策略。 四、學前融合班教師使用 inCLASS 施測可調整之方向：（一）加強描述 inCLASS 評分工具的緣起及背景脈絡。（二）依教師需求搭配作息選擇不同時段與活動型態，以全面了解到幼兒互動樣貌。 研究限制與建議：學前融合班的組成與學習脈絡或有不同，因此，研究結果尚無法進行一般性推論。班級經營應放慢步調，深化幼兒與教師互動品質；建構融合友善聯合及合作遊戲，提升同儕互動品質。 zh_TW dc.description.abstract (摘要) This study aims to explore the quality of classroom interactions among preschoolers in Inclusive Classroom. The objectives are threefold: (1) to understand the current status of child-teacher interactions in the inclusive classroom; (2) to apply the inCLASS scale to assess the interaction quality of children in the inclusive classroom; (3) to investigate the appropriateness and adjustable directions of applying the inCLASS scale to assess interaction quality in the inclusive classroom. The research subject is a non-profit kindergarten located in Miaoli County. This study examines classroom interactions from the perspectives of both preschoolers and teachers. Teacher interviews are utilized to explore experiences related to the quality of these interactions. Observational data is collected and analyzed using SPSS 27.0 and MAXQDA. The primary research results are as follows: 1. Current Status of Interaction in Inclusive Classroom. (1) Teacher Interaction: Teachers act as coordinators, observers, and instructors. (2) Peer Interaction: Peers act as assistants and individual performers. (3) Task Orientation: Initiative and engagement are influenced by different activities, and emotions are affected by transitions between activities. 2. Interaction Quality in Inclusive Classroom "Teacher Interaction" and "Peer Interaction" are of low quality, while "Task Orientation" is of medium to high quality. 3. Consistency and Stability of inCLASS Testing by Teachers in Inclusive Classroom. (1) Inter-rater Reliability, is observed, as the scoring results from different evaluators show close similarity. (2) inCLASS effectively helps understand the interaction status of children. (3) inCLASS effectively aids in adjusting teaching strategies. 4. Adjustable Directions for Teachers Using inCLASS Testing in Inclusive Classroom. (1) Strengthen the description of the origin and background context of the inCLASS scoring tool. (2) Match different time periods and activity types according to what the teacher needs to comprehensively understand the patterns of child interactions. Research Limitations and Recommendations: Due to variations in Inclusive Classroom compositions, findings may lack generalizability. Recommend slowing down classroom management to enhance interactions between preschoolers and teachers. Suggest creating integration-friendly collaborations and cooperative games to improve peer interaction quality. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機與背景 1 第二節 研究目的與問題 8 第三節 名詞釋義 9 第四節 研究範圍與限制 10 第二章 文獻探討 11 第一節 學前融合教育之緣起與我國現況 11 第二節 我國學前融合教育相關研究 16 第三節 幼兒教室互動品質及INCLASS之探討 30 第三章 研究設計 38 第一節 研究流程 38 第二節 研究對象 39 第三節 資料蒐集 40 第四節 資料蒐集與分析 47 第五節 研究倫理 49 第四章 研究分析與討論 50 第一節 學前融合班幼兒教室互動之現況 50 第二節 學前融合班幼兒教室互動品質之相關分析 55 第三節 幼兒教室互動品質量表施測之適切性與可調整方向 63 第五章 研究結論與建議 68 第一節 結論 68 第二節 研究建議 72 參考文獻 74 附件 79 zh_TW dc.format.extent 4382061 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107157010 en_US dc.subject (關鍵詞) 學前融合班 zh_TW dc.subject (關鍵詞) 幼兒教室互動品質 zh_TW dc.subject (關鍵詞) 教師互動 zh_TW dc.subject (關鍵詞) 同儕互動 zh_TW dc.subject (關鍵詞) 工作互動 zh_TW dc.subject (關鍵詞) Inclusive Classroom en_US dc.subject (關鍵詞) inCLASS en_US dc.subject (關鍵詞) Teacher Interactions en_US dc.subject (關鍵詞) Peer Interactions en_US dc.subject (關鍵詞) Task Orientation en_US dc.title (題名) 學前融合班幼兒教室互動品質之研究 - 以一所非營利幼兒園為例 zh_TW dc.title (題名) A Study on Preschoolers Interactions Quality in an Inclusive Classroom : The case of a Nonprofit Preschool en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分 于承平（2016）。臺灣融合教師師資教育供需現況與問題探究。學校行政，102，140-160。 王天苗（2001）。運用教學資源建立融合教育實施模式-以公立幼稚園的經驗為例。 特殊教育研究學刊，21，27-51。 王天苗（2002）。發展遲緩幼兒在融合教育環境裡的學習。特殊教育研究學刊，23，1-23。 王天苗（2003）。學前融合教育實施的問題與對策—以台北市國小附幼為例。特殊教育研究學刊，25，1-25。 全國法規資料庫（2014）。兒童權利公約。民103 年11月20日。取自：https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=Y0000062 江佩穎（2016）。幼兒教室互動品質之研究。國立政治大學幼兒教育研究所碩士論文，未出版，台北市。 行政院（2021）。我國少子女化對策計畫。 吳淑美（1998a）。學前融合班教學理念篇。台北：心理出版社。 呂依蓉（2016）。《薩拉曼卡宣言與特殊需求教育行動綱領》翻譯：融合教育檢視與反思（一）。特殊教育季刊，138，21-28。 林貴美（2001）。融合教育政策與實務。收錄於楊宗仁主編《融合教育學術論文集》。台北市：國立台北師範學院特殊教育中心出版，11-20。 張蓓莉（2009）。臺灣的融合教育。中等教育，60（4），8-18。 教育部（2020）。105–109學年度特殊教育年報。 曹純瓊（2001）。學前融合教育。臺北，啟英文化。 曾麗芳（2011）。以感覺動作遊戲增進偏遠地區發展遲緩幼兒之社會能力。國立臺中教育大學早期療育研究所碩士論文，未出版，臺中市。 程惠明（2011）。遊戲方案對自閉症兒童社會互動能力之影響研究。中國文化大學青少年兒童福利研究所碩士論文，未出版，臺北市。 程鈺雄（譯）（2004）。E. 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