幼兒教師的評量行為及其相關因素之研究—從努力及和諧角度探討

Exploring Preschool Teachers’ Assessment Behavior and Related Factors: A Study Based on the Perspectives of Effort and Harmony

陳姿蘭

指導教授 ： 廖鳳瑞

國立臺灣師範大學/教育學院/人類發展與家庭學系/博士(2012年)

摘要

本研究旨在探究幼兒教師具有「努力觀」及「和諧觀」的狀況，以及其與幼兒教師評量等第的關係。以「努力觀量表」、「和諧觀量表」及自編之「評量等第判斷情境問卷」為工具，採分層叢集按比例隨機取樣獲得313份有效問卷，並以t考驗、單因子變異數、積差相關及階層迴歸進行統計分析。研究結果顯示：
一、幼兒教師的「努力觀」與「和諧觀」得分屬中高程度，表示幼兒教師重視努力與和諧。且不同機構屬性及教育程度教師的「和諧觀」無顯著差異，但私立幼兒教師的「努力觀」顯著高於公立幼兒教師。
二、自編之「評量等第判斷情境問卷」能測得幼兒教師對評量等第的考量，包括幼兒的表現、努力、能力、年齡及和諧因素。
三、對於表現相同但努力及能力不同的幼兒，教師給分高低依序是「高能力高努力」，「低能力高努力」，「高能力低努力」，「低能力低努力」。
四、幼兒教師給予「評量等第」時，以幼兒表現為主要考量，努力略居於次，考量和諧的情形少。
五、幼兒教師的「評量等第」加分多於扣分；但幼兒教師的「不努力扣分」似乎高於國外教師。
六、教師給予小班幼兒的「評量等第」較寬鬆，大班幼兒較嚴格。
七、不同機構屬性及教育程度教師的「努力分數」無顯著差異，但私立教師的「和諧分數」高於公立，專科教師高於研究所教師。
八、控制背景變項與評量專業能力後，幼兒教師的「努力觀」能預測「努力分數」，但「和諧觀」無法預測「和諧分數」。

本研究有助於瞭解國內幼兒教師的評量行為，文末提出本研究對幼兒教育評量師資培育、實務運作及未來研究的建議。

關鍵字

幼兒教師 ； 努力 ； 和諧 ； 評量行為 ； 華人文化

並列摘要

This study explored preschool teachers’ value of “effort” and “harmony”, and the relationships among these values and teachers’ grading. The survey was conducted by way of proportionate stratified random sampling. 313 preschool teachers were invited to complete three research instruments, including “The Effort Scale”, “The Harmony Scale”, and a self-designed “Preschool teachers’ grading scenario questionnaire”. Data were statistically analyzed by t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical regression analysis. Results of this study were stated as follows:
1.The degrees of preschool teachers’ “value of effort” and “value of harmony” were at upper middle levels. There were no statistically significant differences among programs and levels of education on the “value of harmony”. However, the private preschool teachers got significantly higher scores on the “value of effort” than the public preschool teachers.
2.The “Preschool teachers’ grading scenario questionnaire” could measure the factors which were considered by respondents when they assigned grades. These factors included children’s performance, children’s effort, children’s ability, children’s gender, and the parent-teacher harmony.
3.When preschool teachers faced children with the same performance level but with different levels of effort and abilities, they assigned grades, from highest to lowest, to children with “high ability, high effort”, “low ability, high effort”, “high ability, low effort”, and then “low ability, low effort”.
4.When preschool teachers assigned grades, their main consideration factor was children’s performance, and the next was effort; The harmony was not highly considered.
5.Preschool teachers tend to give better grades for children’s performance. However, preschool teachers in Taiwan seem to assign more “no effort-lower grade” than foreign teachers.
6.Preschool teachers tend to assigned 3-year-old children more lenient grades, whereas they assigned 5-year-old children more stringent grades.
7.There were no statistically significant differences among programs and levels of education in “effort scores”. However, the private preschool teachers got significantly higher “harmony scores” than the public preschool teachers; Teachers who had associate degree got higher scores than teachers who had graduate degrees.
8.After controlling status variables and assessment variables, “value of effort” factors could effectively explain preschool teachers’ “effort scores”, but “value of harmony” could not effectively explain their “harmony scores”.
This study provided important findings of preschool teachers’ assessment behavior and the influences of their effort and harmony values. Implications and suggestions for teacher education, educational assessment practices, and further studies were discussed.

並列關鍵字

preschool teacher ； effort ； harmony ； assessment behavior ； culture value

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