幼兒園家長對於主題課程認知與接受差異影響因素之研究
─以桃園市幼兒園為例

本研究旨在了解幼兒園家長對於主題課程認知程度與接受程度之情形，依據幼兒學習表現、老師專業能力以及親師溝通三個面向探討，分析不同年齡、身份、教育程度、職業類別、家庭月收入的家長，對於主題課程的認知與接受的差異性，瞭解當前幼兒園實施主題課程的現況。為了達到上述目的，本研究採用問卷調查法，以桃園地區幼兒園家長為主要研究對象，所得資料以描述性統計、信度分析、T檢定、單因子變異數分析、費雪爾最小顯著差異法等統計方法進行分析。研究結果獲得以下結論：一、家長對主題課程接受程度高於認知程度。二、不同年齡的家長對於主題課程認知度與接受度皆具有顯著性差異。三、不同身份的家長對於主題課程認知程度具有顯著差異性。四、不同家庭月收入的家長對主題課程接受程度具有顯著差異性。最後依據研究結果，提出具體建議，提供給幼兒園所主管、幼兒園老師、幼兒園家長以及後續研究者做為參考。

關鍵字

幼兒園家長；主題課程；認知度；接受度

並列摘要

The purpose of this study is to understand the parental cognition and acceptance of using the theme-based curriculum in kindergartens. According to the three aspects of children's learning performance, teacher proficiency and parent-teacher communication, this paper analyzes how the differences of parents’ ages, identities, education levels, occupational categories, and monthly incomes influenced on the parental cognition and acceptance of the theme-based curriculum, and in further to know the current situation of using the theme-based curriculum in the kindergartens. In order to achieve the above objectives, this study used the questionnaire survey method to target kindergarten parents in Taoyuan area as the main research object. The data obtained were descriptive statistics, reliability analysis, T-test, single-factor variance analysis, Fisher's least significant difference method, etc. Statistical methods were analyzed. The research results have the following conclusions: First, parents accept the theme-based curriculum more than they know. Second, parents of different ages have significant differences in the awareness and acceptance of the theme-based curriculum. Third, parents of different identities have significant differences in the cognitive level of the theme-based curriculum. 4. Parents of monthly income of different families have significant differences in the acceptance of the theme-based curriculum. Finally, based on the research results, the specific suggestions are provided for the kindergartens and the follow-up researchers as a reference.