學前教師對幼兒口語教學的信念與行為之研究

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學前教師對幼兒口語教學的信念與行為之研究
著者: 謝佳峰; Hsieh, Chia-feng
吳麗媛; Li-yuan Wu; 幼兒教育學系碩士班
主題: 口語教學; 教學行為; 教學信念; 學前教師; teaching behavior; teaching belief; pre-school teacher; spoken-language teaching
描述: 本研究主要目的在探討台南市學前教師在幼兒口語的教學信念與教學行為之現況與其相關程度。研究者以自編的「學前教師對幼兒口語教學的信念與行為」之調查問卷為研究工具，大台南市之學前教師為研究對象，利用分層隨機取樣的方式，共寄出500份問卷，回收有效問卷425份，有效問卷回收率為85％。資料分析採用描述性統計、t 考驗、單因子變異數分析、Tukey事後比較法及皮爾遜積差相關等統計方法。根據資料分析結果，本研究結論如下：1.學前教師在幼兒口語教學信念的表現程度良好，其中以「教學方法」信念最高。2.學前教師在幼兒口語教學行為的表現程度良好，其中以「教學方法」行為表現最好。3.學前教師對幼兒口語教學信念在個人背景變項之「任教學校地區」與「參加幼兒語言相關研習」達顯著差異。而在「任教學校地區」變項之「教學方法」因素層面上亦達顯著差異；在「擔任職務」變項之「教學方法」因素層面上亦達顯著差異；在「參加幼兒語言相關研習」變項之「課程教材」因素層面上亦達顯著差異。4.學前教師對幼兒口語教學行為在「服務年資」變項之「課程教材」與「教學方法」因素層面上皆達到顯著差異；在「擔任職務」變項之「教學方法」因素層面上亦達顯著差異。5.學前教師對幼兒口語的教學信念與教學行為之間達顯著正相關。最後根據本研究結果，針對教育主管機關、師資培育機構、幼稚園、學前教師及未來相關研究提出具體建議。
The purpose of this study is to investigate the current status and relationships ofTainan pre-school teachers’ teaching beliefs and behavior in teaching spokenlanguage to young children. In this study, a questionnaire was developed and entitled“pre-school teachers’ teaching beliefs and behavior in teaching spoken language toyoung children”. A total of 500 copies of the self-developed questionnaire weredelivered to pre-school teachers in Tainan City. The pre-school teachers were selectedby the method of stratified random sampling so that the attributes of school size andlocation would be included in the population. There were 425 valid samples obtained,with an effective ratio of 85 %. The data were analyzed by statistical methodsincluding descriptive statistics, t-test, ANOVA, Tukey’s Post-hoc comparison andPearson’s related analysis.Based on the results of data analysis, the major findings of this study aresummarized as follows:1. Pre-school teachers have highly scaled teaching beliefs in teaching spokenlanguage to young children, in particular with respect to teaching methods.2. Pre-school teachers have highly scaled teaching behavior in teaching spokenlanguage to young children, in particular with respect to teaching methods.3. Pre-school teachers’ teaching beliefs in teaching spoken language to young childrenwere found to be statistically different with respect to such background factors asschool locations and participation in child-language study. Pre-school teachers’teaching methods were also found to be statistically different with respect to schoollocations and teachers’ positions. Teaching materials were found to be statisticallydifferent with respect to participation in child-language study.4. With regard to pre-school teachers’ teaching behavior in teaching spoken languageto young children, teaching materials and teaching methods were found to bestatistically different with respect to years of service, and teaching methods werealso found to be statistically different with respect to teachers’ positions.5. Correlation between pre-school teachers’ teaching beliefs and behavior in teachingspoken language to young children was found to be positive and statistically significant.According to the results of this study, suggestions are proposed to educational administrative organizations, teacher training institutions, pre-school officials andteachers for taking appropriate practice concerning child spoken-language education.
碩士
建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/807
資源來源: NUTN IR

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學前教師對幼兒口語教學的信念與行為之研究

謝佳峰; Hsieh, Chia-feng 吳麗媛; Li-yuan Wu; 幼兒教育學系碩士班 2012

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