臺北市公立幼兒園教保服務人員運用教學模式之困境與因應策略之研究

A Study on the Difficulties of Using Teaching Models and Coping Strategies of the Public Preschool Teachers in Taipei City

蔡蕙宇(HUI-YU TSAI)

指導教授 ： 王保進

中原大學/人文與教育學院/教育研究所/碩士(2022年)

https://doi.org/10.6840/cycu202201105

摘要

本研究旨在探討臺北市公立幼兒園教保服務人員運用教學模式之困境與因應策略。首先以文獻探討方式，解析教學模式的發展背景與運用，並探討運用教學模式的困境與因應策略的意涵及理論基礎，分析幼兒園教保服務人員運用教學模式困境與因應策略的相關研究，奠定本研究的理論脈絡；其次進行問卷調查用以蒐集本研究的實際資料，本研究以臺北市73所公立幼兒園之幼兒園教保服務人員為研究對象，實施問卷調查，共發放578份問卷，有效回收樣本為495份問卷。透過次數分配、平均數與標準差、單因子變異數分析、二因子變異數分析、複選題次數分配等統計方法，分析討論臺北市公立幼兒園教保服務人員運用教學模式之困境與因應策略之現況、差異與相關。最後依文獻探討及研究結果提出具體建議，以供幼兒園教保服務人員、主管教育行政機關與未來研究之參考。

根據研究分析結果，本研究發現以下結論：
ㄧ、臺北市公立幼兒園教保服務人員運用教學模式的現況，以「主題教學模式」所占比例較高。
二、臺北市公立幼兒園教保服務人員運用教學模式時所面臨的困境現況，以「教學評估與評量」的構面困境感受較高，「班級經營與管理」構面困境感受最低。
三、臺北市公立幼兒園教保服務人員運用教學模式時所面臨的困境現況，最常採取正向因應策略，不常使用負向「逃避延宕」策略。
四、臺北市公立幼兒園教保服務人員在面對不同背景變項時，除了「幼兒園規模」在六個困境構面中皆無顯著差異外，其他變項在六個困境構面中，會有不同的困境構面差異。
五、臺北市公立幼兒園教保服務人員在面對不同困境與程度時，其因應策略會產生不同差異。
六、臺北市公立幼兒園教保服務人員面對運用教學模式困境時最常採用因應策略現況，在理性思考構面中「我會思考與分析問題的癥結點。」最常使用；在解決問題構面中「我會用自己過去類似經驗來解決問題。」最常使用；在尋求支持構面中「我會請教有經驗的職場老師。」最常使用；在情緒調適構面中「我會正向思考，調整心情。」最常使用；在逃避延宕構面中「我會說服自己，問題並不嚴重。」最常使用。

研究者依研究結果提出下列相關建議：
一、對幼兒園教保服務人員的建議：充實自我專業知能，持續向上進修；鼓勵教師參與教師專業成長社群；善用各種正向因應策略，避免負向逃避延宕。
二、對主管教育行政機關的建議：重視幼教、幼保相關科系的學生培育；與優質園所建立實習合作關係；提供公假研習方式的在職學習管道。
三、未來研究建議：研究對象方面，可擴大至私立幼兒園，應能增加更多元的教學模式以進行比較，進而了解其差異；研究內容方面，可考慮納入親師互動的困境與因應策略，或是行政與教師互動的困境與因應策略，以變更深入了解不同教學模式下，親師或行政與教師產生的相關問題，應更可增加其研究的價值；研究方法方面，可考慮加入訪談，更可深入了解幼兒園教保服務人員的看法與感受，相互補充印證，使研究結果更完善。

關鍵字：教學模式困境、因應策略、公立幼兒園教保服務人員

關鍵字

教學模式困境 ； 因應策略 ； 公立幼兒園教保服務人員

並列摘要

This study attempts to probe into the difficulties of using teaching models and corresponding strategies of the public preschool teachers in Taipei city. The researcher adopted the methods of literature review and questionnaire survey to set up academic context and upgather data. Samples selected for this research are public preschool teachers in Taipei city. A total of 578 teachers are selected, with valid responses posting 495. The data was analyzed through the method of descriptive and inferential statistics, including frequency distribution, mean, standard deviation, t-Test, one-way ANOVA, Two way ANOVA.
The major findings were:
1.The current situation of teaching models used by public preschool teachers in Taipei City is that the proportion of "theme-based teaching model" is higher.
2.The current dilemmas faced by public preschool teachers in using the teaching model were higher for the "teaching assessment and evaluation" component and lowest for the "classroom management and administration" component.
3.The public preschool teachers in Taipei City were most likely to adopt positive strategies in response to the dilemmas they faced when using the teaching model, and were less likely to use negative "avoidance and postponement" strategies.
4.Except for "preschool size", which did not differ significantly among the six dilemma dimensions, public preschool teachers in Taipei City had different dilemma dimensions among the six dilemma dimensions.
5.When public preschool teachers in Taipei City were faced with different dilemmas and levels, their response strategies were different.
6.The most common strategies used by public preschool teachers in Taipei City to respond to the dilemma of using the teaching model were "I will think and analyze the crux of the problem" in the rational thinking construct. Most frequently used; in the problem solving construct, "I will use my past experience to solve the problem. Most often used; in the support-seeking construct, "I will consult an experienced workplace teacher. Most often used; in the emotional adjustment construct "I will think positively and adjust my mood. Most often used; in the avoidance of delay construct, "I will convince myself that the problem is not serious. Most often used.
Based on the finding and conclusions in this study, recommendations are:
1. Suggestions to the preschool teachers: Enrich their professional knowledge and continue to pursue further education; encourage teachers to participate in teacher professional growth communities; make good use of various positive response strategies to avoid negative avoidance delays.
2.Suggestions to the educational administration: Emphasize the cultivation of students in ECE and ECE-related disciplines; establish internship partnerships with high-quality preschool; provide on-the-job learning channels in the form of sabbatical studies.
3.Suggestions for future research: In terms of research subjects, the study can be expanded to private preschool, and more diversified teaching models should be added; in terms of research content, consideration can be given to including the dilemma of parent-teacher or administrative-teacher, in order to gain a deeper understanding of the relevant issues; In terms of research methods, we may consider including interviews to gain a deeper understanding, so that they can complement each other and make the research results more complete.
Key words:
teaching model dilemma, response strategies, public preschool teacher

並列關鍵字

teaching model dilemma ； response strategies ； public preschool teacher

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