幼兒教師主題教學信念與教學行爲之研究

A Qualitative Study on Early Childhood Teachers' Belief and Teaching Practice in Implementing Thematic Teaching

10.7037/JNTUE.200706.0027

陳淑琴(Shu-Chin Chen)

幼兒教育 ； 主題教學 ； 教師信念 ； 教學行爲 ； Early childhood education ； Thematic teaching ； Teacher's belief ； Teaching Practice

臺中教育大學學報：教育類

21卷1期（2007 / 06 / 01）

27 - 51

繁體中文

本研究旨在探討幼兒教師對主題教學之信念及其教學行爲，主要目的如下： 1. 了解國內外研究教師信念與教學行爲相關研究發現。 2. 釐清主題教學的定義和內涵。 3. 瞭解幼兒教師對主題教學之信念爲何。 4. 瞭解幼兒教師對主題教學之信念如何反應在教學行爲上。 5. 探討幼兒教師在進行主題教學時教學行爲的影響因素。 本研究者採用質性研究法，研究資料蒐集工具包含文件收集、教室觀察紀錄、半結構式訪談；分別選擇公私立園所各一共兩所自稱實施主題教學之園所，每個園所各一班共四名幼兒教師，作爲本研究之研究對象，以兩學期的時間進行資料蒐集。資料分析與討論包含相關文獻觀點、研究資料所呈現的觀點、以及研究者的詮釋觀點，三者間的交叉分析及討論。 研究發現包括： 1. 幼兒教師對主題教學有不同程度之認知，但是大多具正向之信念。 2. 教學信念足以影響幼兒教師教學行爲，但是實際影響教師教學行爲的因素相當複雜，包括教學信念、過去的相關經驗、以及園所的教學情境和支持系統。 3. 幼兒教師在實施課程時，教學信念會反映在所採取的教學策略和教育決定上。 4. 教師書寫教學日誌、持續同儕專業對話、和不斷進行教學反思有助於教學行爲之改善。

The main purpose of this qualitative research is to closely examine and describe early childhood teachers' belief and teaching practice and to see how the inter-impacts do to each other while they are implementing thematic teaching in their classroom. This researcher intended to examine the following questions: 1. What is the related literature in terms of teacher belief and teaching practice? 2. What is the related literature in terms of thematic teaching in the field of early childhood education? 3. What is the teachers' belief in implementing thematic teaching in their classrooms? 4. How did this belief on thematic teaching impact on their classroom practice? 5. What are the possible factors besides teacher belief which influence teachers' teaching practice in terms of implementing thematic teaching in their classrooms? Two preschools who declare that it is implementing the thematic teaching approach were selected to be the target settings. A class and two teachers from each setting were invited to be the study subjects on a recommended and voluntary base. This researcher entered the settings and collected the data a semesters for each setting in order to gain a clear and whole picture of the belief and teaching practice of teachers as well as the development of a curriculum. Non-participant observation, document collection, and in-depth interview were the major methods for collecting data. Triangulation was adopted for data analysis in order to meet the trustworthiness of this study. The findings include: 1. Teachers of young children showed different degree of understanding of thematic teaching, however, most of the attitudes are positive. 2. Teachers' belief do impact on their teaching practice, however, the influencing factors are far more complicate, including the teachers' belief, the related experiences, and the teaching situation and supportive system of their workplace. 3. Teachers' belief played an important role in teaching strategy forming and educational decision making while implementing thematic teaching. 4. Keeping teaching journals, dialogues between professional peers, and constantly exercising reflective thinking on teaching can help teachers to improve their own practice.

1. Bauch, P.(1984).Prediction elementary classroom teaching practices from teachers` educational beliefs.
2. Becker, H.,Geer, B.,Hughes, E.,Strauss, A.(1961).Boys in white.Chicago:University of Chicago Press.
3. Cassidy, J.,Lawrence, M.(2000).Teachers' beliefs: The "whys" behind the "how tos" in child care classrooms.Journal of Research in Childhood Education,4,193-204.
4. Chan, Jacqueline K. S.(1999).Student teachers` beliefs-What have they brought to the initial teacher training.Annual Meeting of the National Association
5. Goodman, J.(1988).Constructing a practical philosophy of teaching: A study of preservice teachers` professional perspectives.Teaching & Teacher Education,4,121-137.
6. Hoffman, J.(2003).Multiage teachers` beliefs and practices.Journal of Research in Childhood Education,18,5-17.
7. Hogben, D.,Lawson, M.(1983).Attitudes of secondary school teacher trainees and their practice teaching supervisors.Journal of Educational for Teaching,9,249-263.
8. Katz, L. G.,Chard, S. C.(1989).Engaging children`s minds: the project approach.Norwood, NJ:Ablex.
9. Katz, L. G.,Chard, S. C.(2000).Engaging children`s minds: the project approach.Norwood, NJ:Ablex.
10. Kilpatrick, H. W.(1918).The project method.Teachers College Record,616(4),319-335.
11. Kowalski(2001).Preschool teachers` beliefs concerning the importance of various developmental skills and abilities.Journal of Research in Childhood Education,16,5-14.
12. Lin, H-L.,Silvern, S.B.,Gorrell, J.(1998).Early childhood pre-service teachers` beliefs in Taiwan.Annual Meeting of the Mid-South Educational Research Association
13. Lortie, D.(1975).School teacher: A sociological study.Chicago:University of Chicago Press.
14. Maddos, H.(1968).A descriptive study of teaching practice.Educational Review,20,177-190.
15. Mulholland, J.,Wallace, J.(1999).Teacher induction and elementary science teaching: From dreams to reality.Annual Meeting of the National Association of Research in Science Teaching
16. Nespor, J.(1987).The role of beliefs in practice of teaching.Journal of Curriculum Studies,19(4),317-328.
17. Oxford University Press(1995).Oxford Advanced Learner's Dictionary of Current English.Oxford University Press.
18. Pajares, M. F.(1992).Teachers' beliefs and educational research: Cleaning up a messy construct.Review of Educational Research,62(3),307-332.
19. Petty, M.,Hogben, D.(1980).Explorations of semantic space with beginning teachers: A study of socialization into teaching.British Journal of Teacher Education,6,51-61.
20. Piaget, J.(1971).Biology and knowledge.Chicago, IL:The University of Chicago Press.
21. Pratt, D.D.,Associates(1998).Five perspectives on teaching in Adult and higher education.Malabar, FL:Krieger.
22. Pratt. D. D.(1997).Reconceptualing the evaluation of teaching in higher education.Higher Education,34,23-44.
23. Richardson, V.,J. Sikula,T. Butter.,E. Guyton (Eds.)(1996).Handbook of research on teacher education.New York:Macmillan Library Reference.
24. Ross, John A.(1995).Strategies for enhancing teachers' beliefs in their effectiveness: Research on a school improvement hypothesis.Teachers College Record,97,227-251.
25. Spodek, B.(1998).The implicit theories of early childhood teachers.Early Childhood Development and Care,38,13-32.
26. Tabachnick, B. R.,Zeichner, K. M.(1985).The development of teacher perspectives: Final report.University of Wisconsin-Madison.
27. Zeichner, K. M.(1980).Myths and realities: field-based experiences in pre-service teacher education.Journal of Teacher Education,31,45-55.
28. 中國教育學會、中華民國師範教育學會主編(2002)。新時代師資培育的變革：知識本位的專業。高雄:復文。
29. 方吉正(1998)。教師信念研究之回顧與整合－六種研究取向。教育資料與研究，20
30. 李佳錦(1994)。碩士論文(碩士論文)。國立高雄師範大學科學教育研究所。
31. 李麗君(2002)。職前教師教學信念及其改變之研究。中等教育學報，9，1-26。
32. 周淑惠(1996)。國科會專題研究計劃成果報告國科會專題研究計劃成果報告,未出版
33. 林芯汝(2002)。碩士論文(碩士論文)。國立台灣師範大學英語研究所。
34. 林清財(1990)。博士論文(博士論文)。國立政治大學教育研究所。
35. 胡美智、段慧瑩(2003)。幼兒園主題教學對幼兒讀寫萌發之影響探討。慈濟技術學院學報，5，187-208。
36. 范麗娟、謝臥龍策劃主編(2004)。質性研究。台北:心理。
37. 徐偉民(1996)。碩士論文(碩士論文)。國立屏東師範學院教育學類。
38. 高強華(1992)。教師信念研究及其在學校教育革新上的意義。臺灣師範大學教育研究所集刊，34
39. 陳冠潔(2002)。碩士論文(碩士論文)。國立台灣師範大學家政教育研究所。
40. 陳淑敏、張玉倫(2004)。幼兒教師教學信念與教學行爲之探究。屏東師院學報，21，1-36。
41. 陳淑琴(2004)。主題課程建構與課程記實。建構主義之幼教課程研討會－理論與實務對話
42. 陳淑琴主編(2004)。美猴王－車籠埔幼兒實驗學校主題課程紀實。台北:光佑文化。
43. 陳婷芳(1994)。碩士論文(碩士論文)。國立師範大學家政教育學系。
44. 粘玉秀(2002)。碩士論文(碩士論文)。國立台灣師範大學英語研究所。
45. 湯仁燕(1992)。碩士論文(碩士論文)。國立台灣師範大學教育研究所。
46. 黃良惠(1995)。碩士論文(碩士論文)。國立臺灣師範大學家政教育研究所。
47. 黃美瑛(1995)。意象－幼兒教師實際知識的運作之研究。屏東:睿煜出版社。
48. 楊雅萍(2000)。碩士論文(碩士論文)。國立東華大學教育研究所。
49. 廖婉雯(2003)。碩士論文(碩士論文)。國立台灣師範大學英語研究所。
50. 劉玉燕(1995)。佳美主題教學－一個從無到有的生產創造過程。世界幼教趨勢與台灣本土經驗研討會
51. 劉玉燕、簡椘瑛策劃主編(2003)。幼教課程模式。台北:心理出版社。
52. 盧蕙馨、謝臥龍策劃主編(2004)。質性研究。台北:心理出版社。
53. 謝瑩慧(1995)。八十四年師範學院論文發表會。屏東:屏東師院。
54. 簡楚瑛(2001)。方案教學之理論與實務。台北:文景書局。
55. 簡楚瑛(1995)。國科會專題研究計劃成果報告國科會專題研究計劃成果報告,未出版
56. 魏惠娟、謝臥龍策劃主編(2004)。質性研究。台北:心理出版社。
57. 蘇素慧(2002)。碩士論文(碩士論文)。屏東師範學院數理教育研究所。

1. 梁佳蓁(2016)。國小附幼實施品德教育親師聯絡簿之探究。幼兒教育年刊，27，25-45。
2. 廖本裕、黃瑋琦、張琬翔(2013)。國小學校品德教育環境、教師品德教育信念與品德教育行為之研究：以臺東縣為例。嘉大教育研究學刊，31，35-58。
3. 劉乙儀(2023)。教師信念之析論－以中部一所新設幼兒園為例。臺北海洋科技大學學報，14(1)，139-158。
4. 邱淑惠、王俐文(2013)。教學信念之變與不變─以教育大學幼教系畢業生為例。幼兒教育年刊，24，25-47。
5. 蕭佳純(2020)。師資生教師信念之縱貫性研究：以任教意願為調節變項。教育科學研究期刊，65(2)，251-276。
6. 楊亮梅、陳俊民(2016)。以體育教師課程價值取向觀點談道德教學之促進。大專體育，136，1-12。
7. 葉致齊、周淑惠(2013)。以課程為核心之幼兒園行銷個案研究。教育資料與研究，111，155-188。
8. (2018)。師資生參與史懷哲教育服務方案之探究。朝陽人文社會學刊，16(2)，43-57。