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題名 幼兒課程歷程品質之研究： 教室教學品質與幼兒學習投入
A Study of Process-oriented Early Childhood Curriculum Quality： Classroom Quality and Children Involvement
作者 洪郁婷
貢獻者 徐聯恩
洪郁婷
關鍵詞 幼兒園課程歷程品質
教室教學品質
幼兒學習投入度
活動型態
early childhood process curriculum quality
classroom quality
children involvement
curricular activity type
日期 2014
上傳時間 1-Apr-2015 10:03:00 (UTC+8)
摘要 高品質的幼兒園課程除了考量課程設計品質，例如，課程目標、學習內容、教學方法及評量標準外，也應考量課程的實施或歷程品質。
本研究採取課程歷程品質觀點，以教室教學品質與幼兒學習投入，探討我國幼兒園課程實施品質。研究樣本為臺北市26所公立幼兒園的37班、295位大班幼兒。研究者採用教室教學品質評量表（CLASS）與幼兒學習投入度評量表（LIS-YC）入班觀察，並運用SPSS21.0進行統計分析。

主要研究結果為：
（一）教室教學品質之情緒支持與班級經營為高品質，教學支持為中低品質，此
結果與近期國內外之相關研究發現類似。
（二）幼兒學習投入為高品質，幼兒在參與學習活動時僅偶爾分心，此結果高於
近期國外之相關研究發現。
（三）教室教學品質之情緒支持和班級經營，都與幼兒學習投入呈現低度正相
關。
（四）活動型態影響教室教學品質與幼兒學習投入的關係，包括：
（1）自由活動時，幼兒的學習投入高於點心活動與教學活動時，
（2）自由活動時，教師的情緒支持高於教學活動時；
（3）點心活動時，教師的班級經營高於自由活動時；
（4）教學活動時，教師的班級經營和教學支持，都高於自由活動與點心活
動時。
（五）自由活動型態影響教室教學品質與幼兒學習投入，包括：
（1）自由體能活動時，幼兒的學習投入高於自由角落時；
（2）自由體能活動時，教師的班級經營高於自由角落時；
（3）自由角落活動時，教師的教學支持高於自由體能活動時。

本研究根據研究結論提出實務與後續研究建議，希望能作為幼兒園課程品質之相關研究參考。
Early childhood curriculum quality consists of design quality, such as curriculum goals, context, teaching and assessment, and implementation or process quality. This study purports to explore the curriculum process quality in Taipei public kindergartens through classroom quality and children involvement. The research sample includes 37 classrooms and 295 children at 26 public kindergartens in Taipei. The observation tools are Classroom Assessment Scoring System (CLASS) and Leuven Involvement Scale for Young Children (LIS-YC).

The conclusions are:
A.Teacher’s emotional support and classroom organization
are high, while instructional support is medium-low.
The findings are similar to relevant researches.
B.Children involvement is high, and higher than foreign
researches.
C.Both teacher’s emotional support and classroom
organization are slightly associated to children
involvement.
D.Curricular activity type effects classroom quality and
children involvement.
(1) Children involvement is higher in free play than in
snack and instructional activities.
(2) Teacher’s emotional support is higher in free play
time than in instructional activities.
(3) Teacher’s classroom organization is higher in snack
time than in free play time.
(4) Teacher’s instructional support is higher in
instructional activities than in snack and free play
time.
E.Free activity type effects classroom quality and
children involvement.
(1) Children involvement is higher in free physical
activity than in free learning areas.
(2) Teacher’s classroom organization is higher in free
physical activity than in free learning areas.
(3) Teacher’s instructional support is higher in free
learning areas than in free physical activity.
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描述 碩士
國立政治大學
幼兒教育所
1011570031
103
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1011570031
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.author (Authors) 洪郁婷zh_TW
dc.creator (作者) 洪郁婷zh_TW
dc.date (日期) 2014en_US
dc.date.accessioned 1-Apr-2015 10:03:00 (UTC+8)-
dc.date.available 1-Apr-2015 10:03:00 (UTC+8)-
dc.date.issued (上傳時間) 1-Apr-2015 10:03:00 (UTC+8)-
dc.identifier (Other Identifiers) G1011570031en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/74247-
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) 1011570031zh_TW
dc.description (描述) 103zh_TW
dc.description.abstract (摘要) 高品質的幼兒園課程除了考量課程設計品質，例如，課程目標、學習內容、教學方法及評量標準外，也應考量課程的實施或歷程品質。
本研究採取課程歷程品質觀點，以教室教學品質與幼兒學習投入，探討我國幼兒園課程實施品質。研究樣本為臺北市26所公立幼兒園的37班、295位大班幼兒。研究者採用教室教學品質評量表（CLASS）與幼兒學習投入度評量表（LIS-YC）入班觀察，並運用SPSS21.0進行統計分析。

主要研究結果為：
（一）教室教學品質之情緒支持與班級經營為高品質，教學支持為中低品質，此
結果與近期國內外之相關研究發現類似。
（二）幼兒學習投入為高品質，幼兒在參與學習活動時僅偶爾分心，此結果高於
近期國外之相關研究發現。
（三）教室教學品質之情緒支持和班級經營，都與幼兒學習投入呈現低度正相
關。
（四）活動型態影響教室教學品質與幼兒學習投入的關係，包括：
（1）自由活動時，幼兒的學習投入高於點心活動與教學活動時，
（2）自由活動時，教師的情緒支持高於教學活動時；
（3）點心活動時，教師的班級經營高於自由活動時；
（4）教學活動時，教師的班級經營和教學支持，都高於自由活動與點心活
動時。
（五）自由活動型態影響教室教學品質與幼兒學習投入，包括：
（1）自由體能活動時，幼兒的學習投入高於自由角落時；
（2）自由體能活動時，教師的班級經營高於自由角落時；
（3）自由角落活動時，教師的教學支持高於自由體能活動時。

本研究根據研究結論提出實務與後續研究建議，希望能作為幼兒園課程品質之相關研究參考。		zh_TW
dc.description.abstract (摘要) Early childhood curriculum quality consists of design quality, such as curriculum goals, context, teaching and assessment, and implementation or process quality. This study purports to explore the curriculum process quality in Taipei public kindergartens through classroom quality and children involvement. The research sample includes 37 classrooms and 295 children at 26 public kindergartens in Taipei. The observation tools are Classroom Assessment Scoring System (CLASS) and Leuven Involvement Scale for Young Children (LIS-YC).

The conclusions are:
A.Teacher’s emotional support and classroom organization
are high, while instructional support is medium-low.
The findings are similar to relevant researches.
B.Children involvement is high, and higher than foreign
researches.
C.Both teacher’s emotional support and classroom
organization are slightly associated to children
involvement.
D.Curricular activity type effects classroom quality and
children involvement.
(1) Children involvement is higher in free play than in
snack and instructional activities.
(2) Teacher’s emotional support is higher in free play
time than in instructional activities.
(3) Teacher’s classroom organization is higher in snack
time than in free play time.
(4) Teacher’s instructional support is higher in
instructional activities than in snack and free play
time.
E.Free activity type effects classroom quality and
children involvement.
(1) Children involvement is higher in free physical
activity than in free learning areas.
(2) Teacher’s classroom organization is higher in free
physical activity than in free learning areas.
(3) Teacher’s instructional support is higher in free
learning areas than in free physical activity.		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 6
第三節 研究問題與假設 7
第四節 名詞釋義 8
第五節 研究範圍與限制 9
第二章 文獻探討 10
第一節 幼兒園品質 10
第二節 幼兒園課程品質 19
第三節 幼兒園課程品質：結構觀點 27
第四節 幼兒園課程品質：歷程觀點 37
第五節 幼兒園課程品質之研究工具 43
第三章 研究設計 50
第一節 研究架構 50
第二節 研究對象與流程 51
第三節 研究工具 55
第四節 資料分析與統計 62
第五節 研究程序 67
第四章 研究分析與討論 68
第一節 課程歷程之現況 68
第二節 幼兒學習投入與教室教學品質 76
第三節 活動型態、幼兒學習投入與教室教學品質 78
第四節 教學活動、幼兒學習投入與教室教學品質 80
第五節 自由活動、幼兒學習投入與教室教學品質 85
第六節 綜合討論 86
第五章 研究結論與建議 90
第一節 結論 90
第二節 建議 93

參考文獻
參考文獻 95
中文部分 95
英文部分 97

附錄
附錄一 幼兒學習投入(LIS-YC)九大構面與計分方式 103
附錄二 教室教學品質評量表(CLASS)三大領域與十大構面 104
附錄三 幼兒園課程品質觀察表 114

表次
表2-1-1幼兒園品質評量表架構一覽表 14
表2-1-2幼兒學習環境評量表－延伸版(ECERS-E)構面一覽表 17
表2-1-3幼兒園課程與教學品質評估架構一覽表 18
表2-2-1幼兒園課程品質的結構觀點與歷程觀點一覽表 26
表2-3-1幼教課程模式一覽表 33
表2-4-1幼兒學習投入度評量表(LIS-YC)九大構面一覽表 42
表2-5-1幼兒教室投入度評量表(inCLASS)構面一覽表 45
表2-5-2幼兒教室投入度評量表(inCLASS)計分方式 45
表2-5-3幼兒園課程與教學品質評估表－課程規劃與實施一覽表 46
表2-5-4 幼兒學習環境評量表－延伸版(ECERS-E)構面一覽表 47
表2-5-5 幼兒學習環境評量表－延伸版(ECERS-E)計分方式 47
表2-5-6 幼兒學習投入度評量表(LIS-YC)計分方式 48
表2-5-7 課程品質之相關研究工具比較 49
表3-2-1 研究預試之研究對象 51
表3-2-2 正式研究之研究對象 53
表3-3-1 教師教學品質評量表(CLASS)構面一覽表 56
表3-3-2 教師教學品質評量表(CLASS)計分原則 56
表3-3-3 幼兒學習投入度評量表(LIS-YC)九大構面一覽表 58
表3-3-4幼兒學習投入度評量表(LIS-YC)計分方式 59
表3-3-5 教室教學品質評量表(CLASS)調整後計分方式 60
表3-3-6 教室教學品質評分者信度 61
表3-3-7 幼兒學習投入評分者信度 61
表3-4-1 預試幼兒學習投入描述統計 64
表3-4-2 預試教師教學品質與幼兒學習投入相關表 65
表3-4-3 預試教師教學品質與教室活動型態 65
表3-4-4 預試幼兒學習投入與教室活動型態 66
表4-1-1 幼兒園的主題類別與教學目標 69
表4-1-2幼兒園的作息表活動型態 71
表4-1-3作息表活動型態與實際差異次數 71
表4-1-4 作息表活動型態與實際差異內容 72
表4-1-5 實際觀察的活動型態 72
表4-2-1 幼兒學習投入與教室教學品質描述統計 76
表4-2-2 幼兒學習投入與教室教學品質描述統計：實際活動型態 77
表4-3-1 實際觀察活動型態的組間差異比較(單因子變異數分析；ANOVA) 78
表4-4-1 教學活動的人數類別次數 80
表4-4-2 教學活動、幼兒學習投入與教室教學品質描述統計 81
表4-4-3 教學活動、幼兒學習投入與教室教學品質描述統計：人數類別 81
表4-4-4 教學活動的組間差異比較(單因子變異數分析；ANOVA) 82
表4-4-5 大團體活動中的主導差異比較(獨立樣本T檢定分析；t - test) 83
表4-5-1 自由活動中的角落及體能差異比較(獨立樣本T檢定分析；t - test) 85

圖次
圖2-1-1 NAEYC園所認證標準 13
圖2-1-2幼兒學習環境評量表－修訂版(ECERS-R)架構圖 15
圖2-3-1國家幼教課程大綱架構 36
圖2-5-1歷程觀察系統 44
圖3-1-1研究架構圖 50
圖3-2-1預試歷(時)程 52
圖3-2-2預試觀察流程 52
圖3-2-3 正式研究歷(時)程 54
圖3-5-1研究流程 67
圖4-2-1 幼兒學習投入與教室教學品質描述統計：時間變化 77
圖4-6-1 自由活動時，幼兒展現高度的學習投入 86
圖4-6-2 兩班自由活動次數明顯落差(左>右)，學習活動較多卻學習投入較低(右) 87
圖4-6-3 以學習活動為主的班級，幼兒學習投入度仍高的特徵 87
圖4-6-4 自由角落時，教師處理行政事務 88
圖4-6-5 小團體及個別活動時，教師專帶領某一組別或是處理行政事務 88
圖4-6-6 當幼兒無法擴展主題時，單元式教學、自由角落的刺激活動增多 89		zh_TW
dc.format.extent 6684700 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1011570031en_US
dc.subject (關鍵詞) 幼兒園課程歷程品質zh_TW
dc.subject (關鍵詞) 教室教學品質zh_TW
dc.subject (關鍵詞) 幼兒學習投入度zh_TW
dc.subject (關鍵詞) 活動型態zh_TW
dc.subject (關鍵詞) early childhood process curriculum qualityen_US
dc.subject (關鍵詞) classroom qualityen_US
dc.subject (關鍵詞) children involvementen_US
dc.subject (關鍵詞) curricular activity typeen_US
dc.title (題名) 幼兒課程歷程品質之研究： 教室教學品質與幼兒學習投入zh_TW
dc.title (題名) A Study of Process-oriented Early Childhood Curriculum Quality： Classroom Quality and Children Involvementen_US
dc.type (資料類型) thesisen
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