福祿貝爾恩物教學之調查研究

The Study of the Gift Teaching Statement of Froebel

林佳慧(Chia-Hui Lin)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

本研究旨在瞭解目前幼兒園運用福祿貝爾教學課程實施的情形及教師對福祿貝爾教學之看法，並探究在不同背景變項之下，教師在課程實施的差異，並省思福祿貝爾教學所面臨的困境及解決之道；調查的內容包括教育理念及思想、恩物教學與遊戲、教具應用與操作等。為達成研究目的，本研究採用調查研究法，以調查問卷與個別訪談為研究工具，蒐集研究資料，作為分析與討論問題的依據。本調查研究針對台灣地區10 所福祿貝爾幼兒園之教師進行調查為研究對象，共計發出104份問卷，回收之有效問卷有95份，問卷資料利用SPSS18.0軟體分析平均數、標準差、卡方檢定分析調查結果。其後，從表達參與訪談意願的受試教師中，立意取樣的方式選取6位教師進行半結構式的個別訪談，探討教師對福祿貝爾教學課程實施經驗、想法與意見，並進行分析。本研究結果獲致四點結論如下：
一、在恩物教學的教育理念與思想層面以幼兒教育觀、幼兒影響性評價是最好的；恩物教學與遊戲的層面以創造性評價是最高的；恩物應用與操作的層面以操作性實施評價也是甚佳。
二、教師認為福祿貝爾恩物教學幼兒是適用性。恩物理念與思想中生命若沒連續性發展會妨礙幼兒的潛在能力的發展也會影響性格轉變；恩物教學與遊戲能刺激幼兒大腦神經發展，啟發幼兒的學習動機；恩物應用與操作能培養幼兒一雙穩定的手，創造思考能力、空間轉移辨識能力、增進審美觀念。
三、福祿貝爾恩物在教育理念與思想的層面發現不同年齡、班級、職務、學歷、任教不同學校及有參加過研習課程的教師都有不同的想法；在恩物教學與遊戲的層面發現不同的年齡、職務、參加過研習、師資培訓證書課程的教師都有不同見解；在教具應用與認知層面發現不同的年資、不同職務的教師也有不同看法。
四、福祿貝爾恩物教學所遭遇困難包括心靈發展層面、運用性層面、規律性層面；上述困難之回應策略包括進修相關的課程、閱讀福祿貝爾遊戲的指引書及相關證照培訓。

關鍵字

恩物教學 ； 恩物

並列摘要

This study amis at the executing situations of applying Froebel teaching curriculums in preschool and the teachers' opinions about the teaching skills of Froebel. We also want to discover the teaching differences under different circumstances in order to introspect the existing obsticles and the resolutions. Furthermore, educational statements, Gift teaching skills, games, and the applications and operations of teaching aids are included. To achieve the purpose, Survey Research is adpoted. We rely on questionnaires and individual interviews to analyze the big data. In addition, we take the teachers in ten Taiwan Froebel preschool as our research targets. Also, 104 cents of questionnaires were sent out, and 95 valid cents were taken back. The data were analyzed by SPSS 18.0 （Statistical Product and Service Solution）, the Average Method,Standard Deviration and Chi-Squre test. Moreover, we chose six teachers in purposive sampling way who were willing to have semi-structured interviews. In this way, we investigated teachers' teaching experiences, thoughts and opinions and did the corresponding analysis.
According to the aforementioned, four conclusions are as followed：
1. Under the educational statement of Gift teaching, they have the best opinion of young children educational views and influences. Besides, the creativity of Gift teaching and games is rated the highest. Additionally, the creativity of Gift teaching is ranked very highly.
2. Teachers regard Forebel's Gift teaching concept as the applicability to young children. Also, in the very same theory, life without continous developments may prevent potential ones from young kids and result in character transforming. Furthermore, Gift teaching and activities could stimulate young children's brain development and inspire their learning motives. Moreover, the application and operation of Gift could cultivate young children's stable hands, create thinking ability, recognition capability of space transfering and the aesthetic concept.
3. Through Froebel's Gift idea, we find out that teachers who are in different ages, classes, duties, educational backgrounds, schools or even whether he/she has entered training courses or not have different opinions. Also, under Forebel's Gift teaching and games methods, teachers from different ages, duties, whether entering teacher training courses or not have their own point of views. It goes without saying that teachers with different seniorities and duties look differently on the application and comprehension of teaching aids.
4. The extremity of Forebel's Gift Teaching includes soul development phase, utilization phase and regulation phase. Last but not least,the adaptive strategies contain taking in-service training coures, reading the instruction books of Forebel games and taking the associated professional certifications.

並列關鍵字

gift teaching ； gift

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