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題名 幼稚園教師多元文化人格、經驗與多元文化教學能力之研究
A study of the relationship between the Kindergarten Teachers’ Multicultural Personality, experience and Multicultural Teaching Competence作者 李宛霏
Lee, Wan Fei貢獻者 簡楚瑛
Chien, Chu Ying
李宛霏
Lee, Wan Fei關鍵詞 幼稚園教師
多元文化教育
多元文化人格
多元文化經驗
多元文化教學能力
kindergarten teachers
multicultural education
multicultural personality
multicultural experience
multicultural teaching competence日期 2010 上傳時間 3-Sep-2013 14:02:31 (UTC+8) 摘要 本研究旨在探討不同背景變項(個人背景、園所環境、多元文化人格、多元文化經驗)對幼稚園教師多元文化教學能力之影響。首先了解幼稚園教師不同背景變項與多元文化教學能力之現況；其次分析不同背景變項對多元文化教學能力之差異情形；第三，分析幼稚園教師多元文化人格與多元文化教學能力之間的相關；最後以多元迴歸分析不同背景變項對幼稚園教師多元文化教學能力之預測力。 本研究透過文獻探討以及問卷調查法來探討上述目的，利用改編之「多元文化教學能力量表」、「多元文化人格量表」為研究工具，以新北市344公、私立幼稚園教師為研究母群體，並利用兩階段(預試、正式)抽樣方式，分別抽取136位、309位教師為主要研究對象，共發出445份問卷，整體回收有效問卷為77.75%。問卷回收後，使用SPSS18.0統計軟體進行描述性統計、項目分析、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、LSD多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究結論如下：一、新北市公、私立幼稚園教師之多元文化人格類型以「文化同理心」居多。二、新北市公、私立幼稚園教師具有高多元文化教學能力。三、不同背景幼稚園教師在多元文化教學能力上有顯著差異。四、教師多元文化人格與多元文化教學能力呈現中度正相關。五、「園所規模」、「多元文化人格」與「有身障好友」能有效預測多元文化教學能力。 最後，研究者根據上述結論針對幼稚園教師、幼稚園以及未來之研究提出建議，以期對未來學前教育階段之多元文化教育有所助益。
The current study focused on the effect of different backgrounds on multicultural teaching competence. The main purposes of this study were to: (a) understand the current situation of the kindergarten teachers’ different backgrounds and multicultural teaching competence; (b) explore the differences between kindergarten teachers’ different backgrounds and multicultural teaching competence; (c) analyze the relationship between kindergarten teachers’ multicultural personality and multicultural teaching competence; (d) explore the predictive power of the teachers’ different backgrounds on the multicultural teaching competence. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were used to measure the following constructs: “multicultural teaching competence” and “multicultural personality”. The teachers also provided information about their teaching experience, multicultural experience, demographics and so on. The teachers of 344 kindergartens (both public and private schools) within New Taipei City were surveyed for this study. A total of 346 teachers participated in this survey, and with an effective response rate of 77.75%. The data were analyzed by descriptive statistics, Cronbach’s α coefficient analysis, factor analysis, T-test, one way ANOVA, LSD posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis. The main results were summarized as follows:1.The most kindergarten teachers’ multicultural personality type is “Cultural empathy”. 2.With different background variables, kindergarten teachers’ multicultural teaching competence is in parts significantly different.3.There is a positive correlation between kindergarten teachers’ multicultural personality and multicultural teaching competence.4.“ Kindergarden’s size”, “multicultural personality”, and “ has disabled friends” can predictive kindergarten teachers’ multicultural teaching competence effectively.參考文獻 壹、中文部分丁雪茵(2003)。幼稚園組織文化個案研究(Ⅱ)。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H134-004）。王雅玄(2007)。多元文化素養評量工具及其應用：現況與展望。教育研究與發展期刊，3，149-179。王雅玄(2008a)。多元文化素養之使用：量表和手冊的編製、教學實踐與詮釋。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H194-023-MY2）。王雅玄(2008b)。進入情境與歷史—台灣原住民教師觀點的多元文化素養及其實踐。台東大學教育學報，19，33-68。卯靜儒、吳宗雄、吳淑娟、李奉儒、李昭華、林麗菊、…、謝卓君譯(2004)。教育研究法：規畫與評鑑(原作者：Jack R. Fraenkel & Norman E. 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(2002).Predicting multicultural effectiveness of international students: the Multicultural Personality Questionnaire. International Journal of Intercultural Relations, 26(6), 679-694. doi:10.1016/S0147-1767(02)00041-XVan Oudenhoven, J. P., Mol, S., & Van Der Zee, K. I. (2003). Study of the adjustment of Western expatriates in Taiwan ROC with the Multicultural Personality Questionnaire. Asian Journal of Social Psychology, 6(2), 159-170. doi:10.1111/1467-839X.t01-1-00018. 描述 碩士
國立政治大學
幼兒教育所
98157013
99資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098157013 資料類型 thesis dc.contributor.advisor 簡楚瑛 zh_TW dc.contributor.advisor Chien, Chu Ying en_US dc.contributor.author (Authors) 李宛霏 zh_TW dc.contributor.author (Authors) Lee, Wan Fei en_US dc.creator (作者) 李宛霏 zh_TW dc.creator (作者) Lee, Wan Fei en_US dc.date (日期) 2010 en_US dc.date.accessioned 3-Sep-2013 14:02:31 (UTC+8) - dc.date.available 3-Sep-2013 14:02:31 (UTC+8) - dc.date.issued (上傳時間) 3-Sep-2013 14:02:31 (UTC+8) - dc.identifier (Other Identifiers) G0098157013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59756 - 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) 98157013 zh_TW dc.description (描述) 99 zh_TW dc.description.abstract (摘要) 本研究旨在探討不同背景變項(個人背景、園所環境、多元文化人格、多元文化經驗)對幼稚園教師多元文化教學能力之影響。首先了解幼稚園教師不同背景變項與多元文化教學能力之現況；其次分析不同背景變項對多元文化教學能力之差異情形；第三，分析幼稚園教師多元文化人格與多元文化教學能力之間的相關；最後以多元迴歸分析不同背景變項對幼稚園教師多元文化教學能力之預測力。 本研究透過文獻探討以及問卷調查法來探討上述目的，利用改編之「多元文化教學能力量表」、「多元文化人格量表」為研究工具，以新北市344公、私立幼稚園教師為研究母群體，並利用兩階段(預試、正式)抽樣方式，分別抽取136位、309位教師為主要研究對象，共發出445份問卷，整體回收有效問卷為77.75%。問卷回收後，使用SPSS18.0統計軟體進行描述性統計、項目分析、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、LSD多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究結論如下：一、新北市公、私立幼稚園教師之多元文化人格類型以「文化同理心」居多。二、新北市公、私立幼稚園教師具有高多元文化教學能力。三、不同背景幼稚園教師在多元文化教學能力上有顯著差異。四、教師多元文化人格與多元文化教學能力呈現中度正相關。五、「園所規模」、「多元文化人格」與「有身障好友」能有效預測多元文化教學能力。 最後，研究者根據上述結論針對幼稚園教師、幼稚園以及未來之研究提出建議，以期對未來學前教育階段之多元文化教育有所助益。 zh_TW dc.description.abstract (摘要) The current study focused on the effect of different backgrounds on multicultural teaching competence. The main purposes of this study were to: (a) understand the current situation of the kindergarten teachers’ different backgrounds and multicultural teaching competence; (b) explore the differences between kindergarten teachers’ different backgrounds and multicultural teaching competence; (c) analyze the relationship between kindergarten teachers’ multicultural personality and multicultural teaching competence; (d) explore the predictive power of the teachers’ different backgrounds on the multicultural teaching competence. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were used to measure the following constructs: “multicultural teaching competence” and “multicultural personality”. The teachers also provided information about their teaching experience, multicultural experience, demographics and so on. The teachers of 344 kindergartens (both public and private schools) within New Taipei City were surveyed for this study. A total of 346 teachers participated in this survey, and with an effective response rate of 77.75%. The data were analyzed by descriptive statistics, Cronbach’s α coefficient analysis, factor analysis, T-test, one way ANOVA, LSD posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis. The main results were summarized as follows:1.The most kindergarten teachers’ multicultural personality type is “Cultural empathy”. 2.With different background variables, kindergarten teachers’ multicultural teaching competence is in parts significantly different.3.There is a positive correlation between kindergarten teachers’ multicultural personality and multicultural teaching competence.4.“ Kindergarden’s size”, “multicultural personality”, and “ has disabled friends” can predictive kindergarten teachers’ multicultural teaching competence effectively. en_US dc.description.tableofcontents 表次 XI圖次 XIV第一章 緒論 1第一節 研究動機與目的 1第二節 研究問題與假設 3第三節 名詞釋義 6第四節 研究範圍與限制 8第二章 文獻探討 11第一節 多元文化教育 11第二節 多元文化教學能力理論與相關研究 17第三節 多元文化人格理論與相關研究 47第四節 幼稚園教師多元文化人格與多元文化教學能力之相關探討 60第三章 研究方法 63第一節 研究架構 63第二節 研究對象 65第三節 研究工具 68第四節 研究方法與流程 85第五節 資料處理與分析 87第四章 研究結果與討論 89第一節 樣本資料描述性分析 89第二節 幼稚園教師多元文化人格與多元文化教學能力之現況 93第三節 不同背景之幼稚園教師在多元文化教學能力之差異情形 96第四節 幼稚園教師多元文化人格與多元文化教學能力的相關情形 118第五節 幼稚園教師背景變項對多元文化教學能力的預測力 121第五章 結論與建議 123第一節 結論 123第二節 建議 127參考文獻 129壹、中文部分 129貳、英文部分 133附錄一 幼稚園教師多元文化人格量表(專家問卷一) 137附錄二 幼稚園教師多元文化人格量表(專家問卷二) 144附錄三 專家評鑑內容效度修正結果 151附錄四 幼稚園教師多元文化人格、經驗與多元文化教學能力之研究(預試問卷) 168附錄五 幼稚園教師多元文化人格、經驗與多元文化教學能力之研究(正式問卷) 174附錄六 園所區域、不同族群學生數在幼稚園教師多元文化教學能力量表及其分向度得分的差異情形 179 zh_TW dc.format.extent 357450 bytes - dc.format.extent 1014476 bytes - dc.format.extent 640182 bytes - dc.format.mimetype application/pdf - dc.format.mimetype application/pdf - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098157013 en_US dc.subject (關鍵詞) 幼稚園教師 zh_TW dc.subject (關鍵詞) 多元文化教育 zh_TW dc.subject (關鍵詞) 多元文化人格 zh_TW dc.subject (關鍵詞) 多元文化經驗 zh_TW dc.subject (關鍵詞) 多元文化教學能力 zh_TW dc.subject (關鍵詞) kindergarten teachers en_US dc.subject (關鍵詞) multicultural education en_US dc.subject (關鍵詞) multicultural personality en_US dc.subject (關鍵詞) multicultural experience en_US dc.subject (關鍵詞) multicultural teaching competence en_US dc.title (題名) 幼稚園教師多元文化人格、經驗與多元文化教學能力之研究 zh_TW dc.title (題名) A study of the relationship between the Kindergarten Teachers’ Multicultural Personality, experience and Multicultural Teaching Competence en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 壹、中文部分丁雪茵(2003)。幼稚園組織文化個案研究(Ⅱ)。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H134-004）。王雅玄(2007)。多元文化素養評量工具及其應用：現況與展望。教育研究與發展期刊，3，149-179。王雅玄(2008a)。多元文化素養之使用：量表和手冊的編製、教學實踐與詮釋。行政院國家科學委員會專題研究成果報告（編號：NSC90-2413-H194-023-MY2）。王雅玄(2008b)。進入情境與歷史—台灣原住民教師觀點的多元文化素養及其實踐。台東大學教育學報，19，33-68。卯靜儒、吳宗雄、吳淑娟、李奉儒、李昭華、林麗菊、…、謝卓君譯(2004)。教育研究法：規畫與評鑑(原作者：Jack R. 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