查詢結果分析
來源資料
頁籤選單縮合
題 名 | 幼稚園實習教師團體活動秩序管理技巧分析研究 |
---|---|
作 者 | 陳雅美; | 書刊名 | 臺北師院學報 |
卷 期 | 8 1995.06[民84.06] |
頁 次 | 頁471-502 |
分類號 | 523.26 |
關鍵詞 | 幼稚園實習教師; 團體活動; 秩序管理; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在分析幼稚園實習教師團體活動秩序管理技巧類別、及探究管理技巧 的使用情形及使用滿意度。本研究以自編「團體活動秩序控制的方法及效果」記錄表為研究 工具。自國北師院幼師科八一級和八三級甲班56名實習教師蒐集的423份記錄表之分析結果 顯示:實習教師的秩序管理技巧共可區分為十類,多使用於室內及靜態活動;其中「帶動作 或玩遊戲」、「口語指示」及「使用音樂、節奏、或樂器」最常用;秩序管理技巧使用具有 須重覆多次、連續變換類別、經常更新的特性;絕大多數實習教師對於使用結果感到滿意, 但認為可再修正或變換以求更佳效果;音樂遊戲類技巧較多運用於動態活動及活動銜接,而 其使用滿意度亦顯著偏高;戲劇效果類技巧則具有較多運用於年齡較小幼兒、較多運用於靜 態活動及非活動銜接的明顯傾向;幼兒年齡愈小則獎勵的使用愈多,年齡愈大則懲罰愈多。 最後,研究者亦提出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 group-order managing skills used by kindergarten student teachers, and to investigate how these skills were used and whether student teachers were satisfied with these skills. Fifty-six student teachers from the two-year training program for early childhood teachers in National Taipei Teachers College were involved to collect data on group-order managing skills, using a self-invented event-recording form. The major findings of the 423 events provided by the 56 student teachers were as follows: Group-order managing skills were found mostly used in sedentary indoor group activities, and were further analyzed into ten categories. "Implementing body movements or games", "using verbal instruction", and "playing musical instruments or rhythms" were the top three most frequently-used categories. Student teachers were found to use same skills repeatedly, to implement different skills successively, and to search for new skill ideas. Most student teachers were satisfied with the skills they used, but also felt a need to modify or change their skills for better results. The skill group of "Music and Games" was significantly more frequently implemented in mobile activities and transitional periods, and were rated with significantly higher degree of satisfaction. Dramatic effects tended to be implemented in sedentary non-transitional activities. In addition, the younger the child was, the more rewards were given to; and the older the child was, the more punishments were used. Finally, several recommendations, based upon the above findings, were respectively presented to future early childhood teachers and researchers in regards to the implementation of group-order managing 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。