| dc.contributor.advisor | 徐聯恩 | zh_TW |
| dc.contributor.author (Authors) | 黃暐鈞 | zh_TW |
| dc.creator (作者) | 黃暐鈞 | zh_TW |
| dc.date (日期) | 2011 | en_US |
| dc.date.accessioned | 5-Oct-2011 14:54:16 (UTC+8) | - |
| dc.date.available | 5-Oct-2011 14:54:16 (UTC+8) | - |
| dc.date.issued (上傳時間) | 5-Oct-2011 14:54:16 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0098157002 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/51431 | - |
| 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) | 98157002 | zh_TW |
| dc.description (描述) | 100 | zh_TW |
| dc.description.abstract (摘要) | 本研究以「幼兒就學準備度」的觀點，瞭解英國幼兒教育的學習與發展研究，包括幼兒基礎階段之背景（幼教政策與研究計畫）、幼兒基礎階段實施綱要、相關應用等。進而比較英國幼兒學習與發展評量表與我國五歲幼兒就學準備度評量表之內涵，同時採訪談法的方式，便利取樣選取公私立園所4所，共11位教師，使用「英國幼兒學習與發展評量表」及我國「五歲幼兒就學準備度評量表」評量班上1位幼兒，以瞭解現場教師對於兩評量表在使用上的差異，同時給予相關的回饋與建議。研究結果如下：壹、英國重要幼教政策及法案內容特色有三：一、重視各項幼教政策間的連續性與穩定性。二、政策制訂具有前瞻性。三、明確規範各相關部門職責，保障並促進跨部門的協調合作。貳、英國「幼兒基礎階段實施綱要」內容特色有四：一、整合三份重要幼兒照顧方案。二、具體明確的學習與發展架構。三、配合「幼兒基礎階段教師實務指引」、「幼兒基礎階段評量表手冊」及「幼兒基礎階段之改變計畫」。四、「英國幼兒學習與發展評量表」呼應幼兒就學準備度的觀點。參、我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之行為指標比較。一、 學習途徑：（一）英國評量表鼓勵幼兒運用各種表達方式與感官學習。（二）我國評量表鼓勵幼兒「說出」、「辨別」；英國評量表鼓勵「操作」。（三）我國評量表強調幼兒「嘗試」、「複述」；英國透過「閱讀故事」方式學習。二、 行為指標敘述特色：（一）評量格式不同，英國評量表之幼兒發展層次性較為明顯。（二）涵蓋廣度不同，英國評量表的涵蓋範圍較廣。（三）認知概念之應用性不同。肆、現場教師對我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之評價。一、「五歲幼兒就學準備度評量表」較有助於教師課程規劃。二、「英國幼兒學習與發展評量表」較有利於親師溝通。 本研究並根據研究結果提出建議，以「他山之石，可以攻錯」的借鏡觀點，提供對未來台灣幼兒教育發展之建議及後續研究之參考。 | zh_TW |
| dc.description.abstract (摘要) | The main purpose of this study is to understand the concept of children’s school readiness, and the Learning and Development Requirements of the Early Years Foundation Stage in the UK. Include early childhood education and care policy, the effective provision of pre-school education (EPPE) project, statutory framework for the early years foundation stage, and achievement of children in the early years foundation stage profile. This study received to 11 teacher’s interview to understand the difference between the five-year-old children school readiness assessment and the EYFS profile assessment scales. And share any observations on children. Here are the results of this study:A. Early childhood education and care policy characteristics: 1. Continuous and stable. 2. Proactive. 3. Accountability and integration- locally, regionally and nationally.B. “Statutory framework for the early years foundation stage”characteristics: 1. The EYFS is founded on existing standards already used in all types of childcare. 2. The Learning and Development Requirements are specific. 3. Use “Practice Guidance for the Early Years Foundation Stage”, “Early Year Foundation Stage Profile Handbook”, “Making A Big Difference in the Early Years Foundation Stage”.4. The EYFS profile assessment scales is related to the children’s school readiness. C. The learning way and characteristics are differences between the five-year-old children school readiness assessment and the EYFS profile assessment scales.D. There are differences meaning to teachers when they use the five-year-old children school readiness assessment and he EYFS profile assessment scales.1. The five-year-old children school readiness assessment is good for teachers to plan an effective and appropriate curriculum that will meet all children’s needs.2. The EYFS profile assessment scales can help teachers to communicate with parents. | en_US |
| dc.description.tableofcontents | 第一章 緒論 …………………………………………………………1第一節 研究背景與動機 …………………………………………………1第二節 研究目的 …………………………………………………………7第三節 名詞釋義 …………………………………………………………8第四節 研究範圍與限制 …………………………………………………9第二章 文獻探討 …………………………………………………11第一節 英國重要幼兒教育政策與法案…………………………………11第二節 理論學術背景：學前教育效能研究計畫………………………23第三節 幼兒基礎階段實施綱要 ………………………………………29第四節 幼兒基礎階段教師實務指引……………………………………52第五節 幼兒基礎階段實施綱要之應用…………………………………57第六節 幼兒就學準備度評量與幼兒基礎階段實施綱要之關係………65第三章 研究設計 …………………………………………………72第一節 研究流程…………………………………………………………72第二節 研究對象…………………………………………………………74第三節 研究工具…………………………………………………………75第四節 研究方法…………………………………………………………80第五節 研究程序…………………………………………………………81第四章 分析結果與討論……………………………………………… 83第一節 比較對照我國「五歲幼兒就學準備度評量表」與「英國幼兒學習與發展評量表」之內涵……………………………………………… 8 9第二節 五歲幼兒就學準備度評量表與英國幼兒學習與發展評量表 之使用差異………………………………………………… 9 9第五章 結論與建議…………………………………………………… 122第一節 研究結論………………………………………………………………122第二節 研究建議………………………………………………………………131參考文獻 ………………………………………………………………136附錄一 五歲幼兒就學準備度評量表與英國幼兒學習與發展評量表對照 …141附錄二 五歲幼兒就學準備度評量表 …………………………………………159附錄三 英國幼兒學習與發展評量表（附幼兒日常生活實例）…………… 186附錄四 英文中譯名詞對照表 …………………………………………………201 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0098157002 | en_US |
| dc.subject (關鍵詞) | 英國幼兒教育 | zh_TW |
| dc.subject (關鍵詞) | 英國幼兒基礎階段 | zh_TW |
| dc.subject (關鍵詞) | 幼兒就學準備度 | zh_TW |
| dc.subject (關鍵詞) | 幼兒就學準備度評量 | zh_TW |
| dc.subject (關鍵詞) | early childhood education in the UK | en_US |
| dc.subject (關鍵詞) | early year foundation stage (EYFS) | en_US |
| dc.subject (關鍵詞) | school readiness | en_US |
| dc.subject (關鍵詞) | school readiness assessments | en_US |
| dc.title (題名) | 英國幼兒基礎階段評量與就學準備度之研究 | zh_TW |
| dc.title (題名) | A study of the early years foundation stage assessments in the UK and children’s school readiness | en_US |
| dc.type (資料類型) | thesis | en |
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