原住民地區幼兒園教師知識管理與教學效能關係之研究

本研究旨在探討原住民地區幼兒園教師知識管理與教學效能之關係，並分析不同背景變項的幼兒園教師在知識管理與教學效能之差異情形。本研究採用問卷調查法進行資料蒐集，針對臺灣本島之原住民地區的幼兒園教師為研究對象，共抽取408位，實際有效樣本為347位。所得資料以描述性統計、單因子變異數分析、皮爾森積差相關分析和逐步多元迴歸分析等統計方法，進行資料處理。茲將本研究結果分述如下：一、原住民地區幼兒園教師知識管理現況屬於中高程度；教學效能現況屬於高等程度。二、原住民地區幼兒園教師知識管理情形：在知識儲存方面，「一位教師帶一班」的幼兒園教師優於「有四位教師帶一班」的幼兒園教師。至於園所地區、年齡、任教年資、最高學歷、兼任行政職務與教師身份等變項，在知識管理表現上則無差異。三、原住民地區幼兒園教師教學效能情形：在教學計畫與準備上，教師年齡在「50歲以上」的教師優於「未滿30歲」、「30-39歲」的教師；教材組織與呈現上，教師年齡在「50歲以上」的教師優於「未滿30歲」的教師。至於班級教師人數、園所地區、任教年資、最高學歷、兼任行政職務與教師身份等變項，在教學效能表現上則無差異。四、原住民地區幼兒園教師的知識管理與教學效能具有正相關。五、原住民地區幼兒園教師的知識管理對教學效能具有預測力。根據上述結論，首先提出對教育行政機關的建議:持續推動教師的知識管理；建置完善資訊設備，提供教師知識儲存的增能課程研習；制定教師教學效能檢核指標，提升教學效能；重視年輕的幼兒園教師之教學效能提升，鼓勵教師自我成長。再者是對原住民地區幼兒園教師之建議:積極從事教師知識管理工作；善用協同教學，學習儲存知識的方式；鼓勵參加教師專業社群，如教師成長團體、教育行動區、讀書會；培養知識應用與知識創新的能力，多參與教師多元專業的增能研習。

關鍵字

原住民地區；幼兒園教師；知識管理；教學效能

並列摘要

The purpose of this study is to explore the relations between knowledge management and the teaching effectiveness of kindergarten teachers in aboriginal areas, and to analyze the differences by examining variables which related in knowledge management and teaching effectiveness of kindergarten teachers from different backgrounds. In this study, the questionnaire survey was employed as the measure to collect data. There were 408 kindergarten teachers selected as the participants in the aboriginal areas, and the actual effective sample was 347. The data were processed by descriptive statistics, one-way analysis of variance (one-way ANOVA), analyses of Pearson product-moment correlation and stepwise multiple regression. The results of this study are described as follows: 1.The current situation of kindergarten teachers' knowledge management in the aboriginal areas is at a medium-high level; the current status of teaching effectiveness is at a high level. 2.The situation of knowledge management about kindergarten teachers in the aboriginal areas: In terms of knowledge storage, one teacher with a class is better than four teachers with a class in the kindergarten; there is no significant difference over the variables of area, age, length of service, highest education obtained, the adjunct administrative position and teacher status. 3.The situation about kindergarten teachers’ effective teaching in the aboriginal areas: In the terms of teaching programs and the preparation, the teachers who are over 50-year-old are better than teachers who are under 30-year-old and 30 to 39 years old. In terms of organizing textbook and presentation, teachers who are over 50-year-old are better than teachers who are under 30-year-old. There is no significant difference over the variables of area, age, length of service, highest education obtained, the adjunct administrative position and teacher status. 4.The knowledge management of kindergarten teachers in the aboriginal areas is positively correlated with the teaching effectiveness. 5.The knowledge management of kindergarten teachers in the aboriginal areas is predictive of teaching effectiveness. Based on the conclusions above, the suggestions which recommended in this study as the solutions to the authorities of education administration are as follows: To continuously promote teachers’ effects on knowledge management with efforts, and to establish improved environments with information equipment to provide intensive course studies for teachers' knowledge store. To formulate teaching indicators as the measures of survey for promoting teachers' teaching efficiencies. To highlight the promotion of teaching effectiveness and self-development towards young teachers in kindergarten as well. Furthermore, the recommendations for kindergarten’s teachers in aboriginal areas are provided as: Actively engage in teacher’s knowledge management and appropriately use of sync teaching methods. To explore proper ways of ones’ own for knowledge storing. Encourage teachers to participate in professional learning communities such as “teachers development groups”, “educational action zones”, “attending study groups” as to develop the capabilities for knowledge applications and innovations which benefited from involving multiple professional developments.