| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 93 === Purpose of this research is to interpret the bilingual education cognized by parents of the preschool and junior-graded (elementary school) students in Kaoshion City and County Area, and to explore different background parents whose opinion on curriculum content and implementing manner of the bilingual education. The researched method, by questionnaire, is inquiring into 1050 parents of the preschool and junior-graded (elementary school) students in Kaoshion City and County to comprehend their cognitive circumstance in related to bilingual education, and to probe parents’ sex, age, and educational background, and students’ age, children’ school location, personal advantageous language, family language in common use, and if the English has been used in family to communicate with children, as well as the relationship between curriculum content of the bilingual education and implementing manner and opinion. All of the statistic method includes the descriptive statistics, Chi-square examination, ANOVA, and average test.
In terms of the investigation of cognitive scale, we discovered 1). Parents of the preschool and junior-graded (elementary school) students have a positive cognition to the bilingual education, and affirm the function of bilingual education, but not the relevant researches; 2). Parents of the preschool and junior-graded (elementary school) students, with the background of different ages, vocations, student ages, school locations, personal advantageous language, and family language in common use, have a distinct discrepancy in cognition of the bilingual education.
In the scope of investigation of the content and opinion scale, we discovered 1). Parents of the preschool and junior-graded (elementary school) students highly identify themselves with the opinion on the curriculum content of bilingual education; 2). Parents of the preschool and junior-graded (elementary school) students, with the background of different ages, vocations, student ages, school locations, personal advantageous language, and family language in common use, have a distinct discrepancy in cognitions of the bilingual education; 3). In this phase, parents’ opinion on curriculum goal belongs to the gaining bilingualism, consistent with the conception of multi-cultural education; 4). In this phase, parents’ opinion on teaching connotation is valuing language ability and cultural recognition and cultivation, and identifying with the vivid language teaching manner, nevertheless, a lower identification with the teaching material compiled by various schools to match up their features; 5). In this phase, the course mode identified by parents is the two-way’s bilingual education, and agrees that the bilingual course shall be uniformly promoted nationwide upon the integrated projection.
Investigated result of the course implementing opinion found 1). Parents of the preschool and junior-graded (elementary school) students have a strong demand for bilingual education, support the Chinese and English bilingual education promoted by educational administration, and expect that the bilingual education shall lay stress on the young one, and be linked with an integral projection--- it shall be deemed as appropriate to start from the kindergarten to the college; 2). In this phase, parents assumed that the most difficult part of the bilingual education currently promoted is short of an integrated project, and that the bilingual education applied to the preschool and junior-graded (elementary school) phase, the maximum perplexity lies in qualified teachers; 3). In this phase, parents assumed that schools used the flexible time to conduct the recreational movement in courses shall be the optimal instruction in bilingual education, and holding the achievement exhibition will obtain the best effect on propaganda of the bilingual education; 4). Half the parents consider themselves insufficient in knowing bilingual education, and assume that cultivating the nationals to have the international view and indigenous concept is the most important cause to implement the bilingual education, and looking forward to the implementing effect of bilingual education may help for students to use the two languages fluently.
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