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E96016
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學前教師讀寫信念與實作對幼兒讀寫能力影響之研究(I)
Young Children\'s Literacy Achievement: Effects of Teachers\' Beliefs and Behaviors (I)
1.陳俞君
1.Yu-jun Chen
1.樹德科大學幼兒保育系(所)
1.Department of Early Childhood Care and Education, She-Te University
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1.樹德科大學幼兒保育系(所)
1.Department of Early Childhood Care and Education, She-Te University
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2007-08-01
A.14 計畫執行期間(訖):2008-07-31
2008-02-012008-05-31
A.16 收到日期:2008-10-31
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選取台灣南部地區(雲林縣市、嘉義縣市、台南縣市、高雄縣市、屏東縣市)公私立幼稚園和托兒所計527 所之教師

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605
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C.2 聯絡日期:2008-11-03
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1.樹德科大學幼兒保育系(所)
1.Department of Early Childhood Care and Education, She-Te University
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C.7 資料公開日期:2010-08-01
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1.教師信念
2.實作
3.學齡前幼兒
4.讀寫萌發
1.Emergent Literacy
2.Practice
3.Preschooler
4.Teacher Beliefs
有鑑於早期讀寫對幼兒未來語文學習的重要,許多學者認為學前教師 - 不管是一般或是特教老師,都需要知道如何在教室裡增加幼兒早期讀寫的學習機會。所以加強學前教師早期讀寫萌發技巧及策略,是研究及實務工作者重要的議題之 一。然而學前教師對於讀寫萌發的想法及作法是什麼呢?她們對於學前讀寫教導的想法是偏向傳統的閱讀準備概念,還是讀寫萌發的信念呢?她們認為那些學前讀寫 教學目標比較重要呢?在教學時,她們的教學行為是否受其想法或信念的影響呢?這份報告主要針對第一年的研究結果作報告,以問卷調查的方法,探討(1)學前 機構大班教師讀寫教學的信念,(2)學前教師讀寫的實作,和(3)教師信念與實作的關係。研究對象以隨機取樣方式,選取台灣南部地區(雲林縣市、嘉義縣 市、台南縣市、高雄縣市、屏東縣市)公私立幼稚園和托兒所計527所。共有342所幼稚園及托兒所教師將問卷寄回,回收率為64.9%,總計回收有效問卷 為605份。結果指出(1)南部地區學前教師的讀寫信念偏向萌發的取向,她們重視語文、聲韻覺識和書寫概念的課程目標,但是卻不認為促進幼兒書寫概念的教 學策略是重要的。(2)教師的傳統或讀寫萌發信念取向、讀寫課程目標和讀寫教學策略重要性認知,與教師的教育程度、任教班級和園所類型有關。(3)教師的 教學實作與教師的教學策略認知較有相關,教師的傳統和萌發信念、課程目標存有共變關係,且透過教學策略認知影響教師的實作。

The purpose of this study is threefold, (1) to investigate preschool teachers’ beliefs about early literacy instruction, (2) to explore preschool teachers’ literacy-related practices, and (3) to examine the relationships between teachers’ beliefs and practices. The survey resulted in a valid sample totaling 605, from a random sample of preschool and kindergarten teachers from southern Taiwan. The survey found that teachers perceived early literacy instruction from a more emergent literacy perspective. They emphasized the importance of curriculum goals for young children to learn literacy, phonological awareness, and print concept. However, they placed less emphasis on strategies of teaching print concepts. Furthermore, there are relationships between teachers’ background variables and their beliefs about literacy teaching approaches (traditional or emergent literacy approach), the importance of literacy-related curriculum goals, and the importance of literacy-related teaching strategies. Teachers who completed a college-level education in early childhood education indicated a constructivist perspective than teachers who completed less than five years of education. Teachers who teach mixed-age children and who work in public kindergartens are more likely to place less emphasis on all three domains of literacy-related curriculum goals and teaching strategies. Additionally, when teachers believed in a traditional literacy instruction, they were more likely to arrange literacy-related activities from a traditional approach. Finally, based on the analysis of structural equation modeling, we found relationships between teachers’ beliefs and practices. The results suggest that the beliefs of teachers about early literacy instruction (a traditional or emergent literacy approach) and their perceptions of the important curriculum goals were correlated and together with their perceptions of teaching strategies contributed significantly to teachers’ practices.

D.16 完成檢誤日期:2010-08-19
D.17 預定釋出日期:2010-09-21
D.18 初次釋出日期:2010-09-23
D.19_1 最新版釋出日期:2010-09-23
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10.6141/TW-SRDA-E96016-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E96016
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