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題名 教學品質與幼兒學習成就之相關研究-以臺北市公立幼兒園為例
A Study of Kindergartens’ Instructional Quality and Children`s Academic Achievements
作者 賴怡文
Lai, Yi Wen
貢獻者 徐聯恩
Xu, Lian En
賴怡文
Lai, Yi Wen
關鍵詞 教學品質
幼兒學習環境
學習成就
Instructional quality
learning environment
academic achievement
日期 2013
上傳時間 25-Aug-2014 15:30:20 (UTC+8)
摘要 本研究旨在探討教學品質與幼兒學習成就之相關研究。目的為：一、探討「教室教學品質評量表」(Classroom Assessment Scoring System，CLASS)架構的適用性；二、瞭解臺北市公立幼兒園教學品質之現況；三、分析臺北市公立幼兒園不同合班關係其教室教學品質之差異情形。\n 本研究以相關文獻及評量工具「教室教學品質評量表」、「幼兒學習環境評量表」(Early Childhood Environment rating Scale Revised Edition, ECERS-R)、「五歲幼兒就學準備度評量表」為研究探討。以臺北市公立幼兒園教室為觀察對象，共計33間教室、126位五歲幼兒。依觀察所得資料以平均數、標準差、單因子變異數分析、皮爾森積差相關進行資料處理與分析。本研究主要結論如下：\n壹、幼兒園教學品質與幼兒學習環境有顯著相關：\n 教學品質「情緒支持」與幼兒學習環境評量表之「互動」有顯著正相關；教學品質「教室經營」與幼兒學習環境評量表之「語言-推理」有顯著正相關；教學品質「教學支持」與幼兒學習環境評量表之「語言-推理」有顯著正相關。\n貳、本研究所取樣之教師具有良好的教學品質：\n 教學品質之「情緒支持」最高，與「教室經營」皆達高品質；「教學支持」亦有中品質表現。\n參、不同學習形式之教學品質不一致\n 「教學支持」上，「大團體」與「小團體」學習形式表現較佳；「點心時間」則反之。\n肆、不同學習內容之教學品質不一致\n 「教學支持」上，「語言」學習內容表現較佳；「體能」則反之。\n伍、不同合班關係在教學品質上無顯著差異。\n陸、教學品質對幼兒學習成就不具預測力。\n\n關鍵字：教學品質、幼兒學習環境、學習成就
The main purpose of this study is to discuss in the kindergarten quality of instruction and children`s academic achievement. Purposes were: (a) explore the applicability of "classroom teaching quality rating scale"(CLASS); (b) understand the current status of instructional quality of public kindergartens in Taipei; (c) analysis the date of classroom’s instructional quality between different co-teaching types. \n To accomplish these purposes, the methods adopted were comprehensive literature review and assessment instruments. Three scales including “Classroom Assessment Scoring System”(CLASS), “Early Childhood Environment rating Scale Revised Edition”(ECERS-R) and “five-year-old children school readiness assessment”. The samples consisted of 33 classrooms from pubic kindergarten in Taipei and 126 children from 5 years old. The dates were analyzed by “Mean”. ”Standard Deviation”, “One-Way ANOVA” , “Pearson Product-Moment Correlation”. The major results were summarizing as follows:\n1.There are significantly positive correlation between kindergarten’s instructional quality and children’s learning environment.\n2. The study has good instructional quality of the kindergarten teachers.” Emotional Support” is the most obvious, and with “Classroom Organization” tended to high quality. “Instructional Support” tended moderate to high.\n3. Instructional quality of different learning forms are inconsistent. \n4. Instructional quality of different learning contents are inconsistent.\n5.Teacher’s co-teaching types and instructional quality not have any significant influences.\n6. Instructional quality could not predict children’s academic achievements.\n\nKeyword: Instructional quality, learning environment, academic achievement
參考文獻 1.王財印、吳百祿、周新富(2009)。教學原理。臺北市：心理。\n2.王薇鈴(2008)。國小導師工作壓力與教學品質之研究(未出版之碩士論文)。臺北市立教育大學，臺北市。\n3.王慧娟(2009)。幼稚園教師合班關係之研究(未出版之碩士論文)。國立政治大學，臺北市。\n4.王薇蘋(2010)。幼稚園教師合班教學類型的課堂經驗與幼兒課程經驗之研究(未出版之碩士論文)。國立政治大學，臺北市。\n5.白育綺(2004)。幼兒園教育品質指標體系建構之研究(未出版之碩士論文)。國立政治大學，臺北市。\n6.何美怡(2004)。桃園縣國民小學教師專業承諾與教學品質之研究(未出版之碩士論文)。臺北市立師範學院，臺北市。\n7.何賢璽(2009)。幼兒主題課程學習成效之探討-以中部某大學附設幼稚園為例(未出版之碩士論文)。明道大學，彰化。\n8.李家宗(2010)。美國幼教學會教學評鑑標準對我國幼稚園教學評鑑發展之啟示。\n稻江學報，1，1-16。\n9.李晨帆(2010)。兒童教育成就之研究：幼兒就學準備度之觀點(未出版之碩士論\n文)。國立政治大學，臺北市。\n10.巫錦秀(2011)。教師工作壓力、人格特質及工作投入對教學品質之影響研究(未出版之碩士論文)。大葉大學，高雄市。\n11.沈煒比(2012)。國軍軍歌教育教學品質、學習態度與學習滿意度之研究-以國防大學為例(未出版之碩士論文)。國防大學，臺北市。\n12.Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367–391.\n13.Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176. \n14.Burchinal, M.,Field, S., López, M.L., Howes, Carollee, & Pianta, Robert. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27(2), 188–197.\n15.Connor, C. M., Son, S.-H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343–375.\n16.Curby,T. W., Ferhat, C. B., Edwards, T., & Chavez, C. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education & Development.23(5),640-653.doi:10.1080/10409289.2011.607361\n17.Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25(3), 373–384.\n18.Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C, Howes, C., Burchinal, M., …Barbarin,O. (2009). The relations of observed pre-K classroom quality profiles to children’s achievement and social competence. Early Education & Development, 20(2), 346–372.doi:10.1080/10409280802581284
描述 碩士
國立政治大學
幼兒教育所
100157017
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1001570171
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.advisor Xu, Lian Enen_US
dc.contributor.author (Authors) 賴怡文zh_TW
dc.contributor.author (Authors) Lai, Yi Wenen_US
dc.creator (作者) 賴怡文zh_TW
dc.creator (作者) Lai, Yi Wenen_US
dc.date (日期) 2013en_US
dc.date.accessioned 25-Aug-2014 15:30:20 (UTC+8)-
dc.date.available 25-Aug-2014 15:30:20 (UTC+8)-
dc.date.issued (上傳時間) 25-Aug-2014 15:30:20 (UTC+8)-
dc.identifier (Other Identifiers) G1001570171en_US
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=77706-
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) 100157017zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討教學品質與幼兒學習成就之相關研究。目的為：一、探討「教室教學品質評量表」(Classroom Assessment Scoring System，CLASS)架構的適用性；二、瞭解臺北市公立幼兒園教學品質之現況；三、分析臺北市公立幼兒園不同合班關係其教室教學品質之差異情形。\n 本研究以相關文獻及評量工具「教室教學品質評量表」、「幼兒學習環境評量表」(Early Childhood Environment rating Scale Revised Edition, ECERS-R)、「五歲幼兒就學準備度評量表」為研究探討。以臺北市公立幼兒園教室為觀察對象，共計33間教室、126位五歲幼兒。依觀察所得資料以平均數、標準差、單因子變異數分析、皮爾森積差相關進行資料處理與分析。本研究主要結論如下：\n壹、幼兒園教學品質與幼兒學習環境有顯著相關：\n 教學品質「情緒支持」與幼兒學習環境評量表之「互動」有顯著正相關；教學品質「教室經營」與幼兒學習環境評量表之「語言-推理」有顯著正相關；教學品質「教學支持」與幼兒學習環境評量表之「語言-推理」有顯著正相關。\n貳、本研究所取樣之教師具有良好的教學品質：\n 教學品質之「情緒支持」最高，與「教室經營」皆達高品質；「教學支持」亦有中品質表現。\n參、不同學習形式之教學品質不一致\n 「教學支持」上，「大團體」與「小團體」學習形式表現較佳；「點心時間」則反之。\n肆、不同學習內容之教學品質不一致\n 「教學支持」上，「語言」學習內容表現較佳；「體能」則反之。\n伍、不同合班關係在教學品質上無顯著差異。\n陸、教學品質對幼兒學習成就不具預測力。\n\n關鍵字：教學品質、幼兒學習環境、學習成就zh_TW
dc.description.abstract (摘要) The main purpose of this study is to discuss in the kindergarten quality of instruction and children`s academic achievement. Purposes were: (a) explore the applicability of "classroom teaching quality rating scale"(CLASS); (b) understand the current status of instructional quality of public kindergartens in Taipei; (c) analysis the date of classroom’s instructional quality between different co-teaching types. \n To accomplish these purposes, the methods adopted were comprehensive literature review and assessment instruments. Three scales including “Classroom Assessment Scoring System”(CLASS), “Early Childhood Environment rating Scale Revised Edition”(ECERS-R) and “five-year-old children school readiness assessment”. The samples consisted of 33 classrooms from pubic kindergarten in Taipei and 126 children from 5 years old. The dates were analyzed by “Mean”. ”Standard Deviation”, “One-Way ANOVA” , “Pearson Product-Moment Correlation”. The major results were summarizing as follows:\n1.There are significantly positive correlation between kindergarten’s instructional quality and children’s learning environment.\n2. The study has good instructional quality of the kindergarten teachers.” Emotional Support” is the most obvious, and with “Classroom Organization” tended to high quality. “Instructional Support” tended moderate to high.\n3. Instructional quality of different learning forms are inconsistent. \n4. Instructional quality of different learning contents are inconsistent.\n5.Teacher’s co-teaching types and instructional quality not have any significant influences.\n6. Instructional quality could not predict children’s academic achievements.\n\nKeyword: Instructional quality, learning environment, academic achievementen_US
dc.description.tableofcontents 第一章緒論……………………………………………………………………1\n\n第一節研究動機………………………………………………………………1\n第二節研究目的………………………………………………………………4\n第三節研究問題與假設………………………………………………………5\n\n第四節名詞釋義………………………………………………………………6\n第二章文獻探討………………………………………………………………9\n第一節教學品質………………………………………………………………9\n第二節幼兒學習成就………………………………………………………44\n第三節教學品質與學習成就之相關研究……………………………………55\n\n第三章研究方法……………………………………………………………61\n第一節研究架構……………………………………………………………61\n第二節研究對象……………………………………………………………63\n第三節研究工具……………………………………………………………68\n第四節研究程序……………………………………………………………76\n第五節資料分析……………………………………………………………78\n\n第四章研究結果與討論……………………………………………………79\n第一節教室教學品質評量表之適用性……………………………………79\n第二節幼兒園教學品質、幼兒學習環境與幼兒學習成就之現況…………80\n第三節合班關係與教學品質之差異情形……………………………………86\n第四節教學品質、幼兒學習環境與幼兒學習成就之相關情形……………87\n第五節綜合討論………………………………………………………………90\n\n第五章結論與建議…………………………………………………………101\n第一節結論…………………………………………………………………101\n第二節建議…………………………………………………………………105zh_TW
dc.format.extent 2513819 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1001570171en_US
dc.subject (關鍵詞) 教學品質zh_TW
dc.subject (關鍵詞) 幼兒學習環境zh_TW
dc.subject (關鍵詞) 學習成就zh_TW
dc.subject (關鍵詞) Instructional qualityen_US
dc.subject (關鍵詞) learning environmenten_US
dc.subject (關鍵詞) academic achievementen_US
dc.title (題名) 教學品質與幼兒學習成就之相關研究-以臺北市公立幼兒園為例zh_TW
dc.title (題名) A Study of Kindergartens’ Instructional Quality and Children`s Academic Achievementsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 1.王財印、吳百祿、周新富(2009)。教學原理。臺北市：心理。\n2.王薇鈴(2008)。國小導師工作壓力與教學品質之研究(未出版之碩士論文)。臺北市立教育大學，臺北市。\n3.王慧娟(2009)。幼稚園教師合班關係之研究(未出版之碩士論文)。國立政治大學，臺北市。\n4.王薇蘋(2010)。幼稚園教師合班教學類型的課堂經驗與幼兒課程經驗之研究(未出版之碩士論文)。國立政治大學，臺北市。\n5.白育綺(2004)。幼兒園教育品質指標體系建構之研究(未出版之碩士論文)。國立政治大學，臺北市。\n6.何美怡(2004)。桃園縣國民小學教師專業承諾與教學品質之研究(未出版之碩士論文)。臺北市立師範學院，臺北市。\n7.何賢璽(2009)。幼兒主題課程學習成效之探討-以中部某大學附設幼稚園為例(未出版之碩士論文)。明道大學，彰化。\n8.李家宗(2010)。美國幼教學會教學評鑑標準對我國幼稚園教學評鑑發展之啟示。\n稻江學報，1，1-16。\n9.李晨帆(2010)。兒童教育成就之研究：幼兒就學準備度之觀點(未出版之碩士論\n文)。國立政治大學，臺北市。\n10.巫錦秀(2011)。教師工作壓力、人格特質及工作投入對教學品質之影響研究(未出版之碩士論文)。大葉大學，高雄市。\n11.沈煒比(2012)。國軍軍歌教育教學品質、學習態度與學習滿意度之研究-以國防大學為例(未出版之碩士論文)。國防大學，臺北市。\n12.Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367–391.\n13.Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176. \n14.Burchinal, M.,Field, S., López, M.L., Howes, Carollee, & Pianta, Robert. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27(2), 188–197.\n15.Connor, C. M., Son, S.-H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343–375.\n16.Curby,T. W., Ferhat, C. B., Edwards, T., & Chavez, C. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education & Development.23(5),640-653.doi:10.1080/10409289.2011.607361\n17.Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25(3), 373–384.\n18.Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C, Howes, C., Burchinal, M., …Barbarin,O. (2009). The relations of observed pre-K classroom quality profiles to children’s achievement and social competence. Early Education & Development, 20(2), 346–372.doi:10.1080/10409280802581284zh_TW