宜蘭縣幼教師實施幼兒科學教學現況之調查研究

• Main Authors: Lin Jia Jen, 林佳珍
• Other Authors: 高傳正
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/72896258321102232800

碩士 === 國立花蓮教育大學 === 幼兒教育學系碩士班 === 97 === The purpose of this research focused on implementing of science teaching of early childhood teachers at Yilan. A quantitative research design was employed. A total of 243 questionnaires were issued with a usable response of 79% for the analysis. The results were analyzed with statistical procedures, such as Chi-squares test, together with interview for analyzing the valid surveys statistically. The conclusion of the research were listed as followings, 1. Current status: Sixty percent of kindergarten teacher implemented science teaching and most of them adopt unit-teaching method comprising five senses-based learning, experimenting, and discussing. Eighty percent of kindergarten teachers use scientific instructional aids in conjunction with student’s operational practices. Besides, forty percent of kindergarten teachers set up a learning area for students and it was carried out by static illustration most. More than ninety percent of kindergarten teachers were highly recognized that children were attracted while the science teaching was presented in the lesson. The reasons for disparities in educational outcomes were relating with living areas (rural and urban), teacher’s position, character of kindergarten, number of classmate, scale of preschool, and teacher’s training. 2. Kindergarten teachers’ difficulties and their reasons: For kindergarten teachers’ individual difficulties, the majority of them mentioned that it’s hard to keep records. Further, they worried about their capability of teaching. For the professional factors, lack of the related training was the major issue. From the resource-wide, lack of scientific instructional aids was the most difficult. As for curriculum factors, they worried the individual course cannot integrate with others. For the teaching materials, the kindergarten teachers worried that the teaching materials cannot match with curriculum. Besides, the children cannot get enough time to explore the course is the factor of time constrain. From parents factor, parents asked for taking an additional accomplishments and skills course for their children were the most problem. 3. Kindergarten teachers’ needs: The majority focus on professional training and self-enhancement. The administrative skills improvement was the second. 4. Yilan Green Expo: The Yilan Green Expo was hosted by Yilan County Government to promote ecological awareness, continuity development, and to encourage people to protect the environment. In Yilan, seventy percent of kindergarten teachers will take their students to attend the activities every year. The main reason of taking part in the Green Expo was to follow the policy from Yilan local government. They deemed it as a routine activity and a sort of extending course from kindergarten. For those teachers who don’t participate in the Green Expo, there were the three major concerns from them: administration resource, safety, and time constrain. Was the Green Expo belonged to kindergarten science activities? From the child’s perspective was the reason for kindergarten participators. As for those non-participators, they considered other external environment among kindergarten. The research provide five suggestions, which follows the section of kindergarten teachers, institute of teacher education, provost of education, Yilan Green Expo, and further research efforts in other facets. Keywords: Kindergarten, Science Teaching, Yilan Green Expo