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題 名 | 幼稚園教師對於實習教師團體活動秩序管理技巧之評估研究=A Study of Kindergarten Teachers' Evaluation of Order-Managing Skills Used in Group Activities by Early Childhood Student Teachers in Taiwan |
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作 者 | 陳雅美; | 書刊名 | 臺北師院學報 |
卷 期 | 10 1997.06[民86.06] |
頁 次 | 頁675-725+727-728 |
分類號 | 523.26 |
關鍵詞 | 幼稚園教師; 實習教師; 團體活動; 秩序管理技巧; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在分析幼稚園教師對於特定團體活動秩序管理技巧使用事例的評估結果, 並探究影響幼稚園教師評析團體活動秩序管理技巧之相關因素為何。本研究依據陳雅美(民 84)研究所得的幼稚園實習教師團體活動秩序管理技巧類別,擷取實習教師的技巧使用情 形記錄,彙編為具有二十個秩序管理技巧使用事例的「幼稚園團體活動秩序管理技巧評估問 卷」,做為研究工具。自幼教研習會或國北師院進修部幼教系所蒐集到的207位幼稚園教 師的評估問卷中發現:幼稚園教師無論在效果、適合度、自身使用情形、和是否需要修正等 四個向度上顯然皆傾向於認同實習教師的「音樂遊戲類」的秩序管理技巧,而較不傾向於認 同實習教師的「口語指示」類別的秩序管理技巧。可見實習教師的說話技巧極待加強。在其 餘秩序管理技巧使用事例中,幼稚園教師較傾向於認同實習教師的「施予獎勵」和「利用道 具或戲劇效果」類別的秩序管理技巧。至於「施予獎勵」和「施予懲罰」,幼稚園教師顯然 認為前者較後者更為有效、更為適當、較不需修正,而且本身亦經常使用。至於影響幼稚園 教師評析結果的因素方面,教師對於「音樂遊戲類」中使用兒歌、彈琴、及運用「我會跟你 這樣做」遊戲三個事例之評估結果看法一致;而幼稚園教師的評估結果最具爭議性的秩序管 理技巧使用事例包括三個「口語指示」事例和一個「運用教師權威」事例。另外,最可能影 響幼稚園教師評析結果的因素依次為教師工作年數、任教班級幼兒為混齡或分齡之別、教師 年齡、及任教幼稚園縣市別。教師的工作年數愈長、且任教於分齡班級,或者教師年齡愈長 、且任教於都會地區,則教師愈傾向於將技巧使用事例評估為較不具有效用、較不適當、較 需修正、而且本身亦較少使用。最後,研究者亦提出提升團體活動秩序管理技巧使用及未來 研究方向之建議供準幼教教師及研究人士參考。 |
英文摘要 | The study aimed to analyze how kindergarten teachers evaluated, in aspects of effectiveness, appropriateness, frequency of using similar skills themselves, and need to be modified, the events of various order-managing skills used by early childhood student teachers in group activities, and to search for the factors that might significantly affect kindergarten teachers' evaluation. A total of 207 female kindergarten teachers were involved, with each completing a questionnaire with 20 events of group-order managing skills selected on the basis of the ten skill categories established by Chen (1996). The major findings of the study were as follows: Kindergarten teachers tended to highly regard the skill group of "Music and Games", and to evaluate the skill instances from the category of "using verbal instructions" as "less effective", "inappropriate","seldom used by kindergarten teahcers", and "needed to be modified". This might indicate the need of early childhood student teachers to improve their speech skills. Among the remaining skill categories, "giving rewards" and "using props or dramatic effects" were the two most highly regarded by kindergarten teachers rather than "practicing punishments" and "utilizing teacher authority". As to the factors that might affect kindergarten teachers' evaluation, the skill instances of "practicing nursery rhymes", "playing the organ", and "implementing games such as Simon says" were not in the least affected by kindergarten teachers' personal background differences. The four most controversial skill instances included three from the category of "using verbal instructions" and one from "utilizing teacher authority". In addition, among the factors analyzed in chi-square tests, years of experience (at least five years) in the field was found to be the most influential factor that significantly affected kindergarten teachers' evaluation of student teachers' order-managing skills. The other influential factors included age, divided versus mixed-aged groups of children, the location of kindergarten in urban versus rural areas, and whether the teacher pursued a BA degree in early childhood education. The results of statistical analyses indicated that teachers with more years of working experience, or teachers of older age, or teachers working with divided-aged children, or teachers working in Taipei City, or teachers engaged in early childhood BA programs showed the same trend to assess a skill event as "less effective", "less appropriate", "seldom implemented by kindergarten teachers", and "need to be modified". Finally, several recommendations, based upon the above findings, were respectively presented to prospective early childhood teachers and researchers in regards to better classroom management skills and the directions for further research. |
本系統中英文摘要資訊取自各篇刊載內容。