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題名 | 幼稚園教師教學關注之研究=The Research of Teaching Concerns of The Kindergarden Teachers |
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作者 | 盧美貴; 黃秀鳳; |
期刊 | 臺北市立師範學院學報 |
出版日期 | 19920600 |
卷期 | 23 1992.06[民81.06] |
頁次 | 頁235-263 |
分類號 | 523.26 |
語文 | chi |
關鍵詞 | 幼稚園教師; 教學; |
中文摘要 | 本研究之主要目的在探討不同個人背景與園屬性之幼稚園教師教學關 注是否有差異。經探討有關文獻,並研析Fuller教師教學關注理論之內涵與實證研 究,選擇年齡、教育背景、任教總年資、任教該園年資、園別、園規模及婚姻狀 況等七項作為探討之變項。修訂國外TCCLB(Teacher ConcernsChecklist-B)為「幼稚 園教師教學關注問卷」,用以了解不同個人背景與園屬性之幼稚園教師自我關 注、教學任務關注及學習影響關注差異情形。研究方法以量表問卷調查方式進行 研究。研究樣本為敦化國小附幼等七十六所公私立幼稚園之幼稚園教師,合計542 名。調查所得之資料,以t考驗、單因子變異數分析等統計方法加以分析處理,獲 得以下結論: 幼稚園教師教學任務關注隨任教年資之增加而增加;另外,不同教育背景之幼稚園 教師其教學任務關注程度有顯看之差異,「幼進班及幼師專組」在教學任務關注 上優於「高中高職組」。 根據本研究之結論對理論模式、在職教師教學關注評估、師範教育及在職進修安 排、未來研究等提出建議,以下分述之:一、FuHer教師教學關注模式可應用於幼 稚園教師。二、建立在職教師教學關注評估及成長策略。三、師範教育及在職進 修課程之設計與安排。 (一)教育行政機關 1.宜正視幼稚園教師的成長及需要。 2.多樣性及銜接性的在職進修課程之設計。 3.學生關注宜納入師範教育課程設計與安排之參考。 4.教育實習期間宜注重準教師的心理需求與反應。 (二)幼稚園 1.重視教師的在職進修,並完備規劃進修課程。 2.重視幼稚園教師的成長。 3.對不同階段之教師,園長應有不同的領導策略。四、未來研究方向可再擴大 研究對象、可能影響教師教學關注之有關變項、教學關注評估、教師教學關注 應用於課程之設計及教學關注測量工具等主題進行探討。 |
英文摘要 | The main purpose of the research is to illuminate the difference in the teaching concerns of the kindergarden teachers under the variance of the personal background and the attribution of the kindergardens. After carefully reading the related papers as well as analyzing the theory and the research of Fuller's Teacher Teaching Concerns, I selected age, education, teaching age in the kindergarden, the kinds and the size of the kindergarden, and mirrage state to be the variants of my report. Modifying TCCL-B ( Teacher Concerns Checklist-B ) to make "The questionnaire of the Teaching Concerns of the Kindergarden Teachers" , I understand the self-concerns of the kindergarden teachers, the teaching concerns, and the concerns of the studying effects under the different personal backgrounds and the altitude of the kindergardens. The study samples were 542 kindergarden teachers in 76 public and private kindergardens. The data gathered were processed by T-test and ANOVA. The conclusion is made as following: The more teaching ages a kindergarden teacher gains, the more the teaching concerns he ( or she ) presents. Besides, there are predominent differences in the teaching concerns among the kindergarden teachers with different education background. Some suggestions are made by the conclusion of my research in the model of the theory, in the assessment of the teaching concerns, in the Teacher's Education, in the further studies of teachers during his ( or her ) teaching careers, and in the researches in future.These are listed below:1.The model of the Fuller's Teacher Teaching Concerns can be applied to the kindergarden teachers.2.To establish the assessment and the strategy of the teachers during their teaching careers.3.The design and arrangement of the Teacher's Education and of the courses during teachers; carreers. 1) The education ministries a.The growth and the needs of the kindergarden teachers should be care about. b.The multi-function and the sequential courses during teachers' teaching careers should be designed. c.The student concerns should be included in the design and the arrangement of the courses of the Normal Education. d.The quasi-teachers' mental demands and responses should be concerned during the periods. 2) The Kindergardens a.To concern teachers' further educations during their careers, and to design the coursessincerely. b.To take care of the growth of the kindergarden teachers. c.To the teachers in different stages, the chief of the kindergarden should take different stratedies in the leadership. d.The directions of further related researches can be made in the amplifying their researched samples, the related varients in the teachers' teaching concerns, the assessment of teaching concerns, the applied design of the courses of the teachers' teaching concerns, and the assessment tools of the teachers' teaching concerns. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。