The Study on DevelopmentallyAppropriate Practice and Teaching Beliefs of Montessori Teachers under the EnglishLearning Program

美語教學影響蒙特梭利教師發展合宜教學信念之研究

10.29650/TCUJHSS.201112.0002

施淑娟(Shu-Chuan Shih)

蒙特梭利教師 ； 發展合宜教學 ； 教學信念 ； Montessori teacher ； Developmentally appropriate practice ； Teaching beliefs

慈濟大學人文社會科學學刊

12期（2011 / 12 / 01）

35 - 70

英文

美語學習的潮流影響台灣幼兒教育老師的教學和信念，並成為一個普遍的問題，因此，本研究的目的就是探討這一股美語的學習風潮是否影響蒙特梭利教學之教師的發展合宜教學信念。本研究採用質性與三個問卷調查的量化方法來進行，而研究結果發現，對於蒙特梭利的教師而言，這一股美語的學習潮流並沒有影響教師們的信念與教學；而研究也顯示台灣蒙特梭利教師的信念與教學大部分是一致性的；最後，面對美語的學習潮流，家長、同事、孩子的特性與個人的經驗則是影響蒙特梭利教師信念與教學的主要原因。

The problem is that the new trend toward English education is affecting the beliefs and practices of teachers in Taiwanese early childhood education. The purpose of this study was to examine how the trend toward English education in Taiwan is affecting Montessori teachers' teaching beliefs and appropriate practices, as defined by the National Association for the Education of Young Children (NAEYC) in United States. A descriptive design was used to produce quantitative and qualitative data by use of three questionnaires. The results of the study revealed that there was not a negative impact on the practices of teachers in the Montessori school where English learning is mandatory. In addition the study revealed that Taiwanese Montessori teachers' beliefs were moderately consistent with actual practices. Finally, parents, colleagues, Characteristics of children, and personal experience were factors that influenced Taiwanese Montessori teachers' beliefs and practices.

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