大陸燕郊地區幼兒教師觀摩運動遊戲課程後對課程認知之研究

黃承暉；黃永寬

大陸地區 ； 幼兒體育 ； 教師認知 ； China ； children's exercise and games ； teachers' cognition

幼兒運動遊戲年刊

9期（2016 / 02 / 01）

13 - 23

繁體中文

本研究旨在瞭解大陸地區幼教師對幼兒運動遊戲的課程認知並探討其認知情形。以參與大陸燕郊地區所舉辦的「2014幼兒體育研習會」的幼兒教師為研究對象，以問卷調查法，共發出問卷200份。剔除無效問卷，共計有效問卷為180份。所得資料經分析結果發現：一、幼兒教師對幼兒運動遊戲課程認知之平均得分排序以「教師自覺」最高，其次為「幼兒學習」，最後為「課程效益」。二、不同背景變項之幼教師對於幼兒運動遊戲課程認知之差異性分析中，發現不同年齡之幼兒教師對幼兒運動遊戲「課程效益」認知有顯著差異。不同教育程度幼兒教師對幼兒運動遊戲課程認知僅在「教師自覺」上有顯著差異。是否參與過在職進修之教師對幼兒運動遊戲課程認知唯有在「教師自覺」因素中有顯著差異。

The main purpose of this study was to explore the preschool teachers' cognition of physical games curriculum in China. The subjects of this study were the preschool teachers that join to 2014 physical games seminar in Yan-Jiao. The used instrument was a questionnaire. The methods of data analysis were t-test, ANOVA. The findings of this study were listed as followed: 1. The preschool teachers' average grades on preschool physical game curriculum, teachers' feeling come the highest, then children's learning, last curriculum efficiency. 2. Analysis indicates teacher's background affects the teachers' acknowledgment towards the preschool physical games curriculum. Teacher of different ages holds different opinions towards the curriculum efficiency of preschool physical curriculum. Teachers with different education status hold difference on teacher's feeling only. Attending retraining during profession only raises the diversity of teacher's feeling in preschool physical game curriculum significantly.