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題名 | 父母期待與幼兒美語學習行為之相關性初探=Parents' Expectation and Children's Learning Related Behaviors in English as Foreign Language (EFL) Classrooms |
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作者 | 李宜賢; 邱華慧; 陸慧萱; Li, Ishien; Chiou, Hwa-huei; Lu, Huei-shan; |
期刊 | 屏東教育大學學報 |
出版日期 | 20070300 |
卷期 | 26 2007.03[民96.03] |
頁次 | 頁325-341 |
分類號 | 523.23 |
語文 | chi |
關鍵詞 | 幼兒美語; 父母期待; 學習行為; Young children; English as foreign language; Parental expectation learning behaviors; |
中文摘要 | 本研究的目的在了解父母對幼兒美語教育的期待、幼兒在美語課中的學習行為以及二者的關聯。我們以立意取樣選取中部地區四所採用主題式市售美語教材且教學理念相近的幼兒園,以其十二個時段美語班級中的201位大班幼兒及其父母為對象,經由問卷了解父母對幼兒美語教育的期待,再對幼兒在美語課中的學習行為進行觀察記錄,最後探究各期待因子與幼兒學習行為之關聯。資料分析包括:父母期待問卷的探索性因素分析、父母各期待向度對幼兒學習行為的預測分析。因素分析結果顯示:父母對幼兒美語教育的語言性期待可分為三類──簡易聽說、基本閱讀、與日常溝通能力;而非語言性期待則可歸因為四類──掌握敏感期、興趣培養、升學準備以及具未來性。在語言性期待中,大多數父母(85%)希望幼兒具備簡易聽說能力(如聽懂短句、表達基本需求),53%的父母期待幼兒有基本閱讀能力(如讀短句、繪本),48%的父母則期待幼兒有日常溝通能力(如發問、描述日常經驗)。而非語言性期待中,希望掌握敏感期的父母比例最高(53%),其次為興趣培養(41%)、升學準備(35%)和具未來性(22%)。經逐步迴歸分析,父母期待與幼兒行為的關聯是──掌握敏感期和升學準備等期待與幼兒在美語課中的參與和專注行為呈負相關,具簡易聽說及日常溝通能力等期待則和參與及專注行為呈正相關。 |
英文摘要 | This study examined the unique relationship between multiple dimensions of parental expectation in young children’s English learning and children’s salient learning related behaviors observed in classrooms in central Taiwan. Learning related behaviors studied include participation and concentration. Subjects were 201 5-year-old children and their parents. Based on the exploratory factor analysis, parental language-related expectation fell into 3 factors: (1) gain the ability of basic comprehension skills, (2) gain the ability of basic conversation skills, and (3) gain the ability of basic reading skills, while parental instrumental- or social-related expectation includes 4 factors: (1) utilizing the sensitive period of English learning, (2) cultivating the interest of English learning, (3) preparation for entrance examine, and (4) preparation for future career. The impact of parental expectation on children’s learning related behaviors in EFL classrooms were investigated using a stepwise multiple regression model. Results show that the expectations of gaining the abilities of basic comprehension and conversation skills have positive impacts on children’s participation and concentration in English learning, whereas the expectations of utilizing the sensitive period of English learning and preparation for entrance examine have negative impacts on children’s participation and concentration. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。