臺南市幼兒園教師實施出汗性大肌肉活動的認知、情感與行為之調查研究

幼兒園每日應實施30分鐘以上的出汗性大肌肉活動，然而由於幼兒園課程內容大多為教師自行設計及實行，每位教師在實施出汗性大肌肉活動時，自身的認知、情感與行為往往導致幼教現場中的教學現況因人而異，因此本研究旨在探討臺南市幼兒園教師實施出汗性大肌肉活動時的認知、情感與行為的情形。研究方法採用問卷調查法，對象為臺南市公立、私立、非營利及準公共幼兒園實施出汗性大肌肉活動之教師。問卷發放316份，回收有效樣本數312份，問卷回收率96%。研究工具包括教師及其園所基本資料、教學現況、認知、情感及行為等五部份。研究結果顯示：(一)臺南市幼兒園教師部分背景變項實施出汗性大肌肉活動的認知有顯著差異；(二)臺南市幼兒園教師部分背景變項實施出汗性大肌肉活動的情感有顯著差異；(三)臺南市幼兒園教師部分背景變項實施出汗性大肌肉活動的行為有顯著差異；(四)臺南市幼兒園教師實施出汗性大肌肉活動的認知、情感與行為有顯著影響；另外本研究採用偏最小平方法(PLS)進行模型檢測並探討各變項間之關係，檢測結果顯示(五)臺南市幼兒園教師實施出汗性大肌肉活動認知對情感呈現顯著影響；(六)臺南市幼兒園教師實施出汗性大肌肉活動情感對行為呈現顯著影響；(七)臺南市幼兒園教師實施出汗性大肌肉活動認知與行為呈現無顯著影響；(八)臺南市幼兒園教師實施出汗性大肌肉活動在認知、情感與行為中，情感具完全中介效果。因此幼兒園教師的認知、情感與行為在教學現場實施出汗性大肌肉活動具有其影響，教育單位與幼兒園應提供更詳盡、支持性的教學細則及政策，以提升教師實施出汗性大肌肉活動之教學品質。關鍵字：幼兒園教師、出汗性大肌肉活動

關鍵字

幼兒園教師；出汗性大肌肉活動

並列摘要

More than 30 minutes of sweating gross motor activities should be implemented in preschool every day but most of the course contents are designed and implemented by teachers themselves. Each teacher implements sweating gross motor activities of cognition, affectivity and behavior that often results in preschool being different from person to person.The purpose of the study is to discuss the cognition, affectivity and behavior of implementing sweating gross motor activities for the preschool teachers in Tainan City. Questionnaire survey method was used in the research. Three hundred and sixteen questionnaires were sent to the preschool teachers in Tainan City. With 312 effective sample questionnaires were collected, the return rate is 96%. The personal data of teachers and their preschools, current teaching situation, cognition, affectivity and behavior are included in the content of questionnaire surey. The results of the study are as follows：First, there are significant differences in the cognition of partial background variables to implement sweating gross motor activities among preschool teachers in Tainan City. Second, there are significant differences in the affectivity of partial background variables to implement sweating gross motor activities among preschool teachers in Tainan City. Third, there are significant differences in the behavior of partial background variables to implement sweating gross motor activities among preschool teachers in Tainan City. Fourth, there is a significant influence between the cognition, affectivity and behavior of the preschool teachers in Tainan City. Besides, in this study, partial least square (PLS) method was used to test the model and to explore the relationship between the variables. The results displayed that：Fifth, there was a significant influence between the cognition and affectivity of the sweating gross motor activities among preschool teachers in Tainan City. Sixth, there was a significant influence between the affectivity and behavior of the sweating gross motor activities among preschool teachers in Tainan City. Seventh, there is no significant influence between cognition and behavior of sweating gross motor activities among preschool teachers in Tainan City. Eighth, in the cognition, affectivity and behavior, affectivity has a complete mediating effect in the implementation of sweating gross motor activities by preschool teachers in Tainan City. As a result, cognition, affectivity and behavior of implementing sweating gross motor activities for the preschool teachers can be influenced. Ministry of Education and preschools should provide detailed and supporting policy to promote the teaching quality on sweating gross motor activities in preschools. Keywords：preschool teachers, sweating gross motor activities