| dc.contributor.advisor | 徐聯恩<br>簡楚瑛 | zh_TW |
| dc.contributor.advisor | <br> | en_US |
| dc.contributor.author (Authors) | 白育綺 | zh_TW |
| dc.creator (作者) | 白育綺 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-Sep-2009 14:48:54 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 14:48:54 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 14:48:54 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0891570111 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32902 | - |
| 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) | 89157011 | zh_TW |
| dc.description (描述) | 92 | zh_TW |
| dc.description.abstract (摘要) | 本研究之目的在於釐清幼兒園教育品質之概念與內涵，並建構「幼兒園教育品質指標體系」，做為幼兒園人員、家長、主管機關等利害關係人評估幼兒園效能效率表現之參考，並為提升幼兒園教育品質提供涵意。 研究者經由文獻分析，形成「幼兒園教育品質指標適切性問卷」與「幼兒園教育品質構面相對重要性問卷」，以幼兒園、托兒所之園所長、教職員共計151名為對象，以瞭解幼兒園內部人員對於指標適切性與構面相對重要性之觀點。研究者運用三角模糊數整合專家意見、以常模參照方式篩選指標，另透過AHP層級分析法建立構面相對權重，續以三角模糊數歸一化的方式，將構面權重分配予各項指標，以完成「幼兒園教育品質指標體系」。 本研究獲致之研究結果如下：一、 幼兒園教育品質為一以幼教歷程為核心、逐漸向外拓展的概念，幼兒園教育品質的探究範圍包含幼兒經歷之幼教歷程、教室層級之環境與組織層級之管理。（一） 幼教文獻中，幼兒園教育品質係以幼兒發展為本位，關注教室層級以內，主要就歷程、結構、教師之相關因素做深入探討，於幼兒園組織管理層面探討較少。（二） 本研究中，幼兒園教育品質係以幼兒園為本位，探究範圍較廣，關注幼兒園組織層級，並主張以全面品質充實幼兒園教育品質之概念與內涵。二、 本研究以全面品質觀點建構幼兒園教育品質指標，參考包德理治教育指標之架構，包含幼教歷程、教職員管理、家長關係、園所長領導、幼兒園策略規劃、資訊分析與知識管理、幼兒園經營策略等七構面，指標內涵整合了幼兒環境量表（ECERS-R）、NAEYC認證標準與包德理治教育指標，初擬70項指標，經由幼兒園內部觀點篩選，保留66項指標。三、 以AHP層級分析法求得幼兒園教育品質構面之相對權重，依權重值排序，幼兒園教育品質構面依序為：幼教歷程（15.8%）、園所長領導（15.6%）、幼兒園策略規劃（15.2%）、教職員管理（14.2%）、幼兒園經營策略（14.2%）、資訊分析與知識管理（12.6%）、家長關係（12.5%）。續透過三角模糊數歸一化之方式，將構面權重分配予各項指標，完成「幼兒園教育品質指標體系」與「幼兒園教育品質自我評估表」。 研究者針對指標篩選結果與權重建構結果進行相關討論，文末並根據研究結果與發現，就實務面與未來研究方向提出具體建議。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of this study aims to clarify the concept and contents of educational quality in ECE schools providing 4-6 year-old children early childhood education, and also to establish a system of educational quality indicators in ECE schools. Through literature review and analysis, two questionnaires “the properness of the educational quality indicators in ECE schools” and “the relative importance of the educational quality dimensions in ECE schools” --- were constructed. Total of 151 subjects consisting of leaders, teachers and staffs in ECE schools were invited to complete these two questionnaires in order to form the internal perspective to the educational quality indicators. The data were analyzed by computing triangular fuzzy sets and using Analytic Hierarchy Process (AHP). The conclusions are as follows:1. The core concept of the educational quality in ECE schools is ECE process, and the concept extends outward gradually. The ECE process, the environment and the management of the organization all should be included when the educational quality in ECE schools is discussed.(i) In the literature, the concept of the educational quality in ECE schools is based on the development of children. The concept is more about factors inside the classroom, including factors related to ECE process, structure, and teachers, and factors related to organizational management were less discussed.(ii) In this study, the concept of educational quality in ECE schools is school-based. The concept is more about factors related to organizational management. The author suggested that the concept and contents of educational quality in ECE schools will broaden and be enriched if the concept of total quality is integrated.2. The educational quality indicators in ECE schools are composed of 66 indicators which can categorized into seven dimensions --- ECE process, management of the staff, relationship with parents, leadership, strategy, information analysis and knowledge management, and results.3. The weight for each dimension is ECE process(15.8%), leadership(15.6%), strategic planning(15.2%), staff management(14.2%), strategy(14.2%), information analysis and knowledge management(12.6%), relationship with parents(12.5%). The weight for each indicator is allocated, and the system of educational quality indicators in ECE schools is completed as well. In the end, some implications for ECE practice and future research were suggested according to the findings of this study. | en_US |
| dc.description.tableofcontents | 第一章 緒論..............................................1 第一節 研究源起與目的..................................1 第二節 名詞釋義……………………………………………………3 第三節 研究範圍與限制..................................4第二章 文獻探討..........................................6 第一節 品質概念……………………………………………………6 第二節 幼兒園教育品質的範疇...........................11 第三節 幼兒園教育品質之內涵...........................14 第四節 幼兒園教育品質相關指標.........................36 第五節 指標體系建構方法...............................64第三章 研究設計........................................73 第一節 研究方法.......................................73 第二節 研究架構.......................................75 第三節 研究樣本.......................................77 第四節 研究工具.......................................80 第五節 分析方法.......................................87第四章 資料分析結果.....................................88 第一節 信度與效度.....................................88 第二節 幼兒園教育品質指標之篩選.......................97 第三節 幼兒園教育品質指標之權重建立..................102 第四節 幼兒園教育品質自評表..........................108 第五節 研究結果討論..................................112第五章 結論與建議......................................115 第一節 結論..........................................115 第二節 建議..........................................120參考文獻...............................................122附錄一 層級分析法（AHP）理論假設與應用步驟...........135附錄二 「幼兒園教育品質指標體系建構之研究」研究問卷..139附錄三 三角模糊數之介紹..............................146圖 目 次圖2-1 品質概念的階層…………………………………………………….9圖2-2 幼教機構教育品質的影響層………………………………………11圖2-3 Vandell & Wolfe（2002）之幼教品質概念模型.………………18圖2-4 Head Start方案品質之結構模型…………………………………19圖2-5 幼兒教育場域之概念架構圖（部分）……………………………20圖2-6 包德理治教育指標架構：系統觀點………………………………54圖2-7 權重求算方法分類…………………………………………………71圖3-1 「幼兒園教育品質指標建構之研究」之研究架構圖……………76圖4-1 因素分析陡坡圖：幼教歷程構面…………………………………92圖5-1 幼兒園教育品質構面與權重…………………………………….116表 目 次表2-1 排他性派典與融合性派典之比較…………………………….28表2-2 全面品質管理組織與一般組織的區別……………………….33表2-3 ECERS-R構面與項目一覽表…………………………………..38表2-4 ECERS-R 項目示例（以「鼓勵兒童表達」項目為例）…….39表2-5 ECERS-R 評分表單示例……………………………………….39表2-6 ECERS-R項目給分準則………………………………………..39表2-7 2003包德理治教育指標之構面與配分……………………….56表2-8 包德理治教育指標一覽表…………………………………….57表2-9 包德理治教育指標、NAEYC認證標準、ECERS-R構面比較...62表2-10 指標抽象程度比較：例一（NAEYC認證標準與ECERS-R）….62表2-11 指標抽象程度比較：例二（包德理治教育指標與NAEYC認證標準）63表2-12 國內指標體系建構之相關研究及其歷程.…………………….67表3-1 台北縣市公私立幼稚園與托兒所隨機取樣樣本數與回收率.77表3-2 隨機取樣之樣本描述………………………………………….78表3-3 立意取樣之樣本描述………………………………………….79表3-4 所有樣本描述………………………………………………….79表3-5 指標整合示例一：意涵相近且抽象程度相當……………....81表3-6 指標整合示例二：意涵相近但抽象程度不同………………..81表4-1 信度分析：幼教歷程構面13項指標………………………….89表4-2 信度分析：教職員管理構面11項指標……………………….89表4-3 信度分析：家長關係構面9項指標……………………………90表4-4 信度分析：園所長領導構面13項指標……………………….90表4-5 信度分析：幼兒園策略規劃構面5項指標……………………90表4-6 信度分析：資訊分析與知識管理構面8項指標………………90表4-7 信度分析：幼兒園經營績效構面11項指標………………….91表4-8 「幼兒園教育品質指標適切性」問卷之信度分析………….91表4-9 構面因素分析：「幼教歷程」……………………………….94表4-10 構面因素分析：「教職員管理」…………………………….94表4-11 構面因素分析：「家長關係」……………………………….95表4-12 構面因素分析：「園所長領導」…………………………….95表4-13 構面因素分析：「幼兒園策略規劃」……………………….95表4-14 構面因素分析：「資訊分析與知識管理」………………….96表4-15 構面因素分析：「幼兒園經營績效」……………………….96表4-16 幼兒園教育品質指標之三角模糊數與效用總值…………….97表4-17 幼兒園教育品質構面問卷之AHP一致性檢定……………….102表4-18 幼兒園教育品質構面成對比較值摘要表…………………..103表4-19 幼兒園教育品質構面成對正倒值矩陣……………………..104表4-20 幼兒園教育品質構面權重與重要性排序…………………..104表4-21 幼兒園教育品質指標及權重體系一覽………………………105表4-22 幼兒園教育品質自評表……………………………………..108表4-23 幼兒園教育品質指標與包德理治教育指標構面權重比較表113表5-1 幼兒園教育品質指標及權重體系……………………………117表1 AHP成對比較之評估尺度意義及說明………………………..136表2 AHP成對比較問卷示例………………………………………..137表3 AHP問卷數值與矩陣數值對照表……………………………..137表4 隨機指數值…………………………………………………...138 | zh_TW |
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| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0891570111 | en_US |
| dc.subject (關鍵詞) | 幼兒園教育品質 | zh_TW |
| dc.subject (關鍵詞) | 全面品質 | zh_TW |
| dc.subject (關鍵詞) | 指標 | zh_TW |
| dc.subject (關鍵詞) | 層級分析法 | zh_TW |
| dc.subject (關鍵詞) | 三角模糊數 | zh_TW |
| dc.title (題名) | 幼兒園教育品質指標體系建構之研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
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