查詢結果分析
來源資料
頁籤選單縮合
題 名 | 幼教教師對於適性教學之信念研究 |
---|---|
作 者 | 盧明; | 書刊名 | 嘉義師院學報 |
卷 期 | 8 1994.11[民83.11] |
頁 次 | 頁493-518 |
分類號 | 523.26 |
關鍵詞 | 幼教; 教師; 適性教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的為探討幼教教師對於適性教學與非適性教學之信念。四百三十一位幼教教師參與本研究調查。結果顯示幼教教師能夠認同適性教學,並對非適性教學表示反對。教師適性教學之信念受到下列因素的影響:教育專業組織之會員,幼兒教育(或兒童發展)教師合格證,對適性教學相關資料之熟悉度。黑人教師與白人教師對適性教學的觀點顯著不同。此外,影響教師應用適性教學之理念於課程計畫和實施的因素有:教師本身、其他教師、專業期刊。而影響教師使用非適性教學之理念於課程計畫和實施的因素包括:州立法規、標準化測驗結果、父母意見。 |
英文摘要 | Four hundred thirty-one (431) preschool and kindergarten teachers were surveyed regarding their beliefs and attitudes about developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP). Teachers agreed with NAEYC's definitions of DAP and DIP. Their agreement was infered to be affected by a combination of factors: membership in professional organizations, certification in Early Childhood Education or Child Development, and familiarity with NAEYC's and other documents on DAP. African American teachers' views on DAP were significantly different from white American teachers' views. Several factors were found to significantly contribute to teachers' use of DAP for curricula planning and implementation: teachers (themselves), other teachers, and professional journals. However, none of these facors were strong predictors of teachers' use of DAP. State regulations, standardized test results, and parents' opinions were significant predictors for teachers' use of DIP in curricula planning and implementation. Again none of these were particularly strong predictors. |
本系統中英文摘要資訊取自各篇刊載內容。