臺北市公立幼兒園教保服務人員對幼托整合政策實施後之意見調查

Taipei City Public Preschool Educators’ opinion surveys of the Integrated Kindergarten-Nursery Policy

林春蘭(Chun-Lan Lin)

指導教授 ： 薛雅慈

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2015年)

https://doi.org/10.6846/TKU.2015.00251

摘要

本研究旨在探討臺北市公立幼兒園教保服務人員對幼托整合政策實施後之意見調查，進而探討教保服務人員在幼托整合政策之認知、教保活動設計與教學改變意願彼此之相關情形。本研究採自編「臺北市公立幼兒園教保服務人員對幼托整合政策實施後之意見調查問卷」為研究工具，以臺北市公立幼兒園教保服務人員為研究對象，總計發出544份問卷，回收問卷467份，其中有效問卷449份，有效回收率為83%。隨後以描述性統計分析、t考驗、單因子變異數分析、皮爾森積差相關等統計方法進行資料分析。
主要研究結果顯示：
一、幼托整合實施各方面的看法，以「教保活動課程設計」的認知程度最高，其為「政策認知」，而以「教學改變意願」認知程度最低。
二、不同背景變項之教保服務人員「年齡」、「任用資格」、「任教園所規模」變項對幼托整合實施看法達顯著差異。
（一）政策認知方面在「年齡、任用資格」有顯著差異。
（二）教保活動課程設計方面，在「任用資格、任教園所規模」有顯著差異。
三、幼托整合實施看法之相關性
（一）教保服務人員對政策認知與教保活動課程設計層面有明顯正相關存在，表示教保服務人員對幼托整合政策認知愈理解，對教保活動課程設計愈認同。
（二）教保服務人員對政策認知與教學改變意願有明顯正相關存在，表示教保服務人員對幼托整合政策認知愈理解，對教學改變意願愈認同。
（三）教保服務人員對教保活動課程設計與教學改變意願有明顯正相關存在，表示教保服務人員對教保活動課程設計愈理解，對教學改變意願愈認同。
最後根據研究結果，對教育行政主管機關、幼兒園以及未來研究提出具體建議。

關鍵字

公立幼兒園 ； 教保服務人員 ； 幼托整合

並列摘要

The purpose of this study is to investigate the opinions of the teaching and nursing staffs in Taipei public kindergartens after the implementation of kindergarten and nursery integration policy, and then to discuss the relevant situation among teaching and nursing staffs’cognition about kindergarten and nursery integration policy, the design of teaching and nursing activities, and teaching changes the will. This study adopts "the investigation of the opinions of teaching and nursing staffs in Taipei public kindergartens on the implementation of kindergarten and nursery integration policy" as a research tool, uses teaching and nursing staffs in Taipei public kindergarten as the study subject. The survey sent out 544 questionnaires, returned 467 questionnaires, there are 449 effective questionnaires, and the valid return rate is 83%. Then it analyzes the data by descriptive statistical analysis, t test analysis, one-way ANOVA, Pearson product-moment correlation analysis and so on.
The main research results:
1.About the opinions on every aspect of the implementation of kindergarten and nursery integration,the cognition degree of“the course design of teaching and nursing activities” is the highest,follow by“policy cognition”, and the cognition degree of“teaching changes the will”is the lowest.
2.The different background variables of the teaching and nursing staffs’“age”,“qualification for appointment” and“kindergarten scale” has significant difference to the opinions of the implementation of kindergarten and nursery integration.
（1）In the aspect of policy cognition, there is significant difference between“ages, qualification for appointment”.
（2）In the aspect of the course design of teaching and nursing activities , there is significant difference between “qualification for appointment, kindergarten scale”.
3.The correlation among the opinions of the implementation of kindergarten and nursery integration.
（1）There is significant positive correlation between the teaching and nursing staffs’policy cognition and the course design of teaching and nursing activities, it shows that the teaching and nursing staffs understand more about the kindergarten and nursery integration policy, they will be more agree about the course design of teaching and nursing activities.
（2）There is significant positive correlation between the teaching and nursing staffs' policy cognition and teaching changes the will, it shows the teaching and nursing staffs understand more about the kindergarten and nursery integration policy, they will be more agree about teaching changes the will.
（3）There is significant positive correlation between the course design of teaching and nursing activities, it shows the teaching and nursing staffs understand more about the kindergarten and nursery integration policy,they will be more agree about teaching changes the will.
At the end of the research results, it gives suggestions to education administrations, kindergartens and future research.

並列關鍵字

public kindergartens ； kyobo service personnel ； preschools integration

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