The Study on the Preschool Educators' Curricular Cognition and Instructional Attitudes toward the Exercise and Games for Preschoolers

• Main Authors: Huang, Chen-Hui, 黃承暉
• Other Authors: Huang, Yung-Kuan
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/80510890590430912604

碩士 === 國立體育大學 === 體育推廣學系 === 103 === The purpose of the study were 1. to explore the current situations of curricular cognition and instructional attitude of preschool educators 2. to investigate the differences of curricular cognition and instructional attitudes of Preschool educators. 3. to investigate the relationship of curricular cognition and instructional attitudes of Preschool educators. The subjects of this study were the preschool educators in New Taipei City. The used instrument was a questionnaire. The questionnaires were sent by mail to preschool educators. Four hundred and fifteen completed surveys were received and analyzed. Effective response rate was 69.63%. The methods of data analysis were t-test, ANOVA and canonical correlation. The findings of this study were listed as followed: 1. The current situations of preschool educators curricular cognition: The mean score of “curricular objectives of physiology” was higher than other dimensions of curricular cognition. The mean score of “curricular objectives of psychology and sociology” was lowest. The current situations of preschool educators instructional attitude: The mean score of “working identification” and “teaching tactic” were higher than other dimensions of instructional attitude. 2. The background variables influence the preschool educators' curricular cognition are the age, in-service training, teaching experience, educational background and in-service position. These factors achieve significant differences. The background variables influence the preschool educators' instructional attitude are the educational background and type of preschool. These factors achieve significant differences. 3. The relevance of the preschool educators' curricular cognition and instructional attitudes is a significant positive correlation.