published_or_final_version / Education / Master / Master of Education

The thesis focuses on the issues concerning meeting individual needs of the preschool-aged children in kindergartens. In the theoretical part the attention is paid to defining the term "need" and to the description, analysis and comparison of various theories about fulfilling the children's needs. Next part deals with physical development of a child and its successful education as well. Followingly, there are described the possibilities how to fulfil individual needs of children in a family and in a kindergarten. The final topic in the theoretical part is the description of risks arising from dissatisfying the children's needs. The empiric part is based on the case study. investigative research being realized by the combination of several methods (observation, interview, questionnaire), targeting at finding if the inner conditions in kindergartens cope with RVP PV. The empiric part also followed several children which started attending the kindergarten, their appraisal was done and this was accomplished by planning activities leading to fulfilling their needs and easier adaptation. KEYWORDS preschool child, individual needs of child, family, kindergarten, preschool education, nursery school teacher, adaptation of preschool age children at the beginning of attendance kindergarten

Graad R verwys volgens die nuutste Afrikaanse beleidsdokumente na die voorskoolse opleiding wat tans in die Suid-Afrikaanse skoolstelsel ingefaseer word, alhoewel die Departement van Basiese Onderwys beoog dat alle leerders eers in 2019 toegang sal hê tot formele graad R-programme. Uitdagings vir onderrig in vroeë kinderontwikkeling in Suid-Afrika is onder meer ʼn tekort aan gekwalifiseerde onderwysers, asook leer- en ondersteuningsmateriaal van ʼn hoë gehalte. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir graad R bestaan uit drie vakke: Huistaal, Wiskunde en Lewensvaardighede. Lewensvaardighede bestaan uit vier studie-areas, naamlik Aanvangskennis, Skeppende kunste, Liggaamsopvoeding, asook Persoonlike en Sosiale Welsyn. Slegs dertig minute per week word as deel van Skeppende kunste toegestaan aan formele musiekonderrig. Wanneer musiek in die dagprogram met ander aspekte van graad R-onderrig en -leer integreer word, word die holistiese ontwikkeling van die leerder bevorder. Graad R-onderwysers het egter selde in musiek gespesialiseer en is onseker oor die implementering daarvan in hul onderrigprogramme. Uitvoerbare moontlikhede word in hierdie proefskrif ondersoek om musiek in die graad R-dagprogram te integreer ten einde ʼn bydrae te lewer tot die sosiale, fisiese, emosionele, intellektuele en geestelike ontwikkeling van graad R-leerders. Die hoofnavorsingsvraag wat hieruit ontstaan, is watter teoretiese raamwerk verduidelik hoe musiek in graad R geïntegreer kan word. Die navorsingsbenadering wat gevolg is om hierdie vraag te ondersoek, is ʼn kwalitatiewe, veelvoudige gevallestudie vanuit ʼn interpretatiewe perspektief. Aanvanklik is ʼn literatuurstudie gedoen om huidige tendense ten opsigte van die integrasie van musiek in graad R te beskryf. Daarna is die onderrig en leer in vyf multikulturele graad R-klasse in die Potchefstroom-omgewing waargeneem met die doel om die maniere waarop musiek in die praktyk geïntegreer word, in te samel. Die data is toe met behulp van Atlas.ti 7.1.6 georganiseer en gekategoriseer, waarna ʼn oorkruis gevalle-analise gedoen is. Die bevindinge is geverifieer deur langtermyn-waarneming en deelnemer-kontrole. ʼn Teoretiese raamwerk is ontwikkel deur die ses temas wat uit die data-analise gegenereer is in verband te bring met ʼn geïntegreerde literatuuroorsig. Hierdie aspekte vir die integrasie van musiek in graad R waardeur onderrig en leer kan plaasvind, is geïdentifiseer as oor musiek, uit musiek, op musiek, met musiek, in musiek en deur musiek. In die raamwerk word elke aspek van integrasie verbind met aktiwiteite wat gebaseer is op die leerbeginsels vir graad R, naamlik spel, ontdekking en praktiese ervarings, ten einde die ontwikkeling van die graad R-leerder te bevorder. Alhoewel die bevindinge spesifiek is tot die Potchefstroom-omgewing, hou die teoretiese raamwerk verskeie moontlikhede in vir nasionale en internasionale toepassing in voorskoolse onderrig. Dit impliseer dat musiek suksesvol in die graad R-dagprogram geïntegreer kan word deur musiekspesialiste sowel as onderwysers wat nie in musiek gespesialiseer het nie. / PhD (Music), North-West University, Potchefstroom Campus, 2014

Graad R verwys volgens die nuutste Afrikaanse beleidsdokumente na die voorskoolse opleiding wat tans in die Suid-Afrikaanse skoolstelsel ingefaseer word, alhoewel die Departement van Basiese Onderwys beoog dat alle leerders eers in 2019 toegang sal hê tot formele graad R-programme. Uitdagings vir onderrig in vroeë kinderontwikkeling in Suid-Afrika is onder meer ʼn tekort aan gekwalifiseerde onderwysers, asook leer- en ondersteuningsmateriaal van ʼn hoë gehalte. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir graad R bestaan uit drie vakke: Huistaal, Wiskunde en Lewensvaardighede. Lewensvaardighede bestaan uit vier studie-areas, naamlik Aanvangskennis, Skeppende kunste, Liggaamsopvoeding, asook Persoonlike en Sosiale Welsyn. Slegs dertig minute per week word as deel van Skeppende kunste toegestaan aan formele musiekonderrig. Wanneer musiek in die dagprogram met ander aspekte van graad R-onderrig en -leer integreer word, word die holistiese ontwikkeling van die leerder bevorder. Graad R-onderwysers het egter selde in musiek gespesialiseer en is onseker oor die implementering daarvan in hul onderrigprogramme. Uitvoerbare moontlikhede word in hierdie proefskrif ondersoek om musiek in die graad R-dagprogram te integreer ten einde ʼn bydrae te lewer tot die sosiale, fisiese, emosionele, intellektuele en geestelike ontwikkeling van graad R-leerders. Die hoofnavorsingsvraag wat hieruit ontstaan, is watter teoretiese raamwerk verduidelik hoe musiek in graad R geïntegreer kan word. Die navorsingsbenadering wat gevolg is om hierdie vraag te ondersoek, is ʼn kwalitatiewe, veelvoudige gevallestudie vanuit ʼn interpretatiewe perspektief. Aanvanklik is ʼn literatuurstudie gedoen om huidige tendense ten opsigte van die integrasie van musiek in graad R te beskryf. Daarna is die onderrig en leer in vyf multikulturele graad R-klasse in die Potchefstroom-omgewing waargeneem met die doel om die maniere waarop musiek in die praktyk geïntegreer word, in te samel. Die data is toe met behulp van Atlas.ti 7.1.6 georganiseer en gekategoriseer, waarna ʼn oorkruis gevalle-analise gedoen is. Die bevindinge is geverifieer deur langtermyn-waarneming en deelnemer-kontrole. ʼn Teoretiese raamwerk is ontwikkel deur die ses temas wat uit die data-analise gegenereer is in verband te bring met ʼn geïntegreerde literatuuroorsig. Hierdie aspekte vir die integrasie van musiek in graad R waardeur onderrig en leer kan plaasvind, is geïdentifiseer as oor musiek, uit musiek, op musiek, met musiek, in musiek en deur musiek. In die raamwerk word elke aspek van integrasie verbind met aktiwiteite wat gebaseer is op die leerbeginsels vir graad R, naamlik spel, ontdekking en praktiese ervarings, ten einde die ontwikkeling van die graad R-leerder te bevorder. Alhoewel die bevindinge spesifiek is tot die Potchefstroom-omgewing, hou die teoretiese raamwerk verskeie moontlikhede in vir nasionale en internasionale toepassing in voorskoolse onderrig. Dit impliseer dat musiek suksesvol in die graad R-dagprogram geïntegreer kan word deur musiekspesialiste sowel as onderwysers wat nie in musiek gespesialiseer het nie. / PhD (Music), North-West University, Potchefstroom Campus, 2014

高品質的幼兒園對幼兒發展具有重大影響，且幼兒園品質的意義隨著時代思潮的演進，其所指涉的範圍愈來愈寬廣，並有由內部導向的幼教歷程，擴展至外部導向的全面品質之趨勢。因此，幼兒園品質衡量之探討，便成為一個理論和實務兼具的重要課題。 本研究發展幼稚園品質問卷，為台北市347所幼稚園的園長與教師進行問卷調查，並利用SPSS13.0套裝軟體進行統計分析，旨在探究幼兒園品質信念與幼兒園品質之構面、園長與教師幼兒園品質信念與幼兒園品質之關係，及其相關因素之影響，並比較園長與教師在內、外部導向幼兒園品質信念差異情形。 本研究之結論如下： 一、本研究發展出幼稚園品質問卷，包含幼兒園品質信念與幼兒園品質兩量表。 二、台北市幼稚園幼兒園品質信念與幼兒園品質之現況佳。 三、教師與園長在幼兒園品質信念的差異，係受到個人特徵的「教育程度和幼教服務年資」之交互影響。 四、「幼稚園屬性」是形成教師的幼兒園品質信念差異之主要的幼兒園特徵；而「生師比」是形成園長的幼兒園品質信念差異之主要的幼兒園特徵。 五、教師、園長的幼兒園品質信念與幼兒園品質之相關均不高。 六、教師與園長在內、外部導向幼兒園品質信念之差異，僅表現在外部導向幼兒園品質信念之差異上。 七、教師與園長的內、外部導向幼兒園品質信念之一致性，與幼兒園品質無關。 八、幼兒園品質的差異，係受到「幼稚園屬性與幼稚園規模」之交互影響，以及「幼稚園規模與生師比」之交互影響。 最後研究者根據結論，就幼兒園品質之實務面與後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Research has shown that high ECE program quality has great effect on children’s developmental outcomes, and the concept of ECE program quality evolving over time has extended its contents from internal-oriented to external-oriented. As a result, defining and measuring ECE program quality has become an important issue, both in theory and practice. The purpose of this study is fourfold: (a) to identify the dimensions of both ECE program quality belief and ECE program quality, (b) to examine the relations between directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs, (c) to ascertain the influence of related factors, and (d) to compare the difference between directors and teachers’ ECE program quality belief, both in internal-oriented and external-oriented ECE program quality belief. For achieving this purpose, this study developed the ECE program quality questionnaire to conduct mailed surveys in a sample of 347 kindergartens in Taipei city, and the data was analyzed with SPSS 13.0 to find possible significances. The conclusions are as follows: 1.This study developed the ECE program quality questionnaire which included both ECE program quality belief and ECE program quality scale. 2.This study revealed that both ECE program quality belief and ECE program quality in Taipei kindergarten programs were good. 3.This study showed that when it came to staff characteristics, the interaction of education level and staffing experience had effects on the difference in both directors’ and teachers’ ECE program quality beliefs. 4.This study indicated that the program attribute was the main program characteristics in the difference between teachers’ ECE program quality beliefs; but to directors, the child: teacher ratio mattered in the difference between directors’ ECE program quality beliefs. 5.This study demonstrated modest relations between both directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs. 6.This study showed that teachers and directors had differences in external-oriented ECE program quality beliefs, but not in internal-oriented beliefs. 7.This study showed that the consistency of both directors’ and teachers’ internal and external-oriented ECE program quality belief had no relations with ECE program quality. 8.This study showed that both the interaction of program size and program attribute, and the interaction of program size and child: teacher ratio had effects on the differences in ECE program quality. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up ECE program quality research.

近年來國內對學前教育研究之焦點漸跳脫課程與教學、教師與幼兒等範疇，而對學前教育組織(幼稚園、托兒所)或組織領導者(園所長)的關切亦日趨重視，亦顯現園所長對幼兒園教學品質的關係。本研究旨在探討台灣幼托園所長教學領導知覺及其相關因素。本研究採問卷調查法進行資料蒐集，問卷調查對象以台灣北、中、南、東四區共計7539公私立園所之園所長與教師為母群體，採分層隨機抽樣方式進行，對園所長與教師分別發出754份問卷，園所長部份回收400份(回收率53.05%)，教師部份回收395份(回收率52.38%)。研究工具乃依據De Bevois(1984)、Murphy(1990)、李安明(2001)、及McEwan(2003)之理論與架構為基礎，經專家審題及預試結果，修正發展成適於國內幼教領域使用之「幼托園所長教學領導問卷」。問卷回收後以SPSS 12.01套裝軟體進行資料分析。資料分析方法主要採敘述統計、信度分析、因素分析、t考驗、單因子變異數分析及薛費多重比較法，作為資料處理方法。本研究之主要發現如下： 一、 幼托園所長教學領導內涵包括五層面，包括：形成與傳遞園所教學目標、確保課程與教學品質、營造良好學習氣氛與工作環境、促進教師專業成長以及賦權教師。 二、 幼托園所長與教師對「幼托園所長教學領導」知覺程度皆非常高，且無差異。 三、 在幼托園所長部份，不同「年齡」、「服務年資」、「園所地區」、「園所性質」、「園所規模」者對「幼托園所長教學領導」知覺程度有所差異。 四、 在幼托園所教師部份，不同「園所性質」、「園所規模」之幼托園教師對「幼托園所長教學領導」知覺程度有所差異。 最後依據本研究結果分析與結論，對於幼托園所長、幼教行政機關與規劃園所長研習單位以及後續研究者提出具體建議以茲參考。 / Recently, the research focus of early childhood education has gradually put more emphasis on preschool directors in Taiwan. Much research has shown that preschool directors play a key role in preschool quality, and that their leadership also has an impact on preschools. Some scholars had emphasized that preschool directors’ leadership consist of two parts: administration leadership and instructional leadership. Somehow, there was gradually more research on administration leadership, but still very few on preschool directors’ instructional leadership. Therefore, the main purpose of this study was to understand the awareness of preschool directors’ instructional leadership between preschool directors themselves and preschool teachers in Taiwan. In addition, the study was also done to identify the background factors that would influence directors’ and teachers’ awareness of directors’ instructional leadership. This study was executed using a questionnaire survey. A sample population of 754 public and private preschool directors, along with 754 teachers, participated using the survey tool, Preschool Directors’ Instructional Leadership Questionnaire, which was developed by researcher according to literature review. 400 questionnaires (effective return rate is 53.05%) were returned by directors, and 395 (effective return rate is 52.38%) by teachers. This study reports four major findings: (1) Preschool directors’ instructional leadership includes 5 dimensions:(a)To frame and communicate the school’s instructional goals; (b)To ensure learning and teaching quality; (c) To build a positive learning and working climate; (d) To promote teachers’ professional growth; (e) To delegate authority to teachers. (2) Both preschool directors and teachers had very high-degree awareness of directors’ instructional leadership. And there was no difference between the directors’ and teachers’ awareness. (3) Different age, working experience, school area, school type, and school scale have influenced preschool directors’ awareness of their instructional leadership. (4) Different school type and scale have influenced preschool teachers’ awareness of directors’ instructional leadership. Keywords: awareness of instructional leadership, preschool directors、preschool teachers、kindergarten and preschool

教育改革近年來在世界各國蔚為風潮，而藉由市場的力量促進學校間彼此競爭是其中一項重要的理念，但促使教育市場化的結果，衍生出許多的爭議和問題。本研究以學校競爭、幼兒園品質、組織創新為主要變項，希望透過本研究來釐清三個變項間之關係，並瞭解學校競爭影響幼兒園品質、組織創新之情形。 本研究以台北市文山區和萬華區兩區立案之公私立幼兒園為實徵研究之對象，有效樣本共81份。並以描述統計、獨立樣本t考驗、單因子變異數分析及相關分析等方法來分析並驗證本研究所提出之各項假設。 本研究之主要發現如下： 一、本研究釐清學校競爭之概念內涵，並與幼兒園品質、組織創新作相關連結。 二、文山區和萬華區之幼兒園競爭程度分佈不均。 三、文山區之幼兒園競爭程度較萬華區高。 四、文山區和萬華區之幼兒園園長認為自身園所幼兒園品質之現況佳。 五、文山區和萬華區之幼兒園園長認為自身園所知識活動品質之現況尚待加強。 六、文山區和萬華區之幼兒園園長認為自身園所採用組織創新之現況佳。 七、學校競爭與服務品質呈中度正相關。 八、教學創新與行政創新呈中度正相關。 九、公立幼稚園採用行政創新比私立托兒所多。 最後研究者根據研究結論，就實務面和後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Educational reform has been a trend in western countries. School competition is one of the concept in market-oriented reforms. Yet, evidence on the actual benefits of market-oriented reforms is at best mixed. The purpose of the article is to integrative school competition and the relationship between ECE program quality and organizational innovation in kindergarten. A questionnaires survey are adopted for the study and were distributed to 153 kindergartens in Wenshan district and Wanhua district of Taipei City. The number of valid return rate was 54.2%. The data were analyzed with descriptive statistics, Person correlation, t-test, and ANOVA. The results were as follow: 1. This study investigated the concept of school competition, and linked up school competition with ECE program quality and organizational innovation. 2. This study revealed that the degree of competition between kindergartens was not equal. 3. This study showed that the competition in Wenshan district was higher than in Wanhua district. 4. This study indicated that ECE program quality was good in Wenshan district and Wanhua district. 5. This study showed that knowledge activity quality of kindergarten needed to strengthen in Wenshan and Wanhua district. 6. This study indicated that organizational innovation of kindergarten was good in Wenshan district and Wanhua district. 7. This study demonstrated a positive relationship between school competition and service quality. 8. This study showed a positive relationship between instruction innovation and administration innovation. 9.This study revealed that administration innovations in public school were adopted more than in private school. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up research.

本研究旨在探討幼稚園教師組織文化知覺、創意人格對於其創意教學之影響及三者之關係。首先瞭解幼稚園教師組織文化知覺、創意人格與創意教學之現況；其次分析不同園所屬性與教師個人變項在三者之差異情形；第三，分析幼稚園教師組織文化知覺、創意人格與創意教學三者之相關性；最後，以多元迴歸及結構方程模式分析幼稚園教師組織文化知覺與創意人格對其創意教學之預測力，以及三者結構方程模式之適配情形。 本研究透過文獻探討以及問卷調查法來瞭解上述研究目的，利用「診斷組織文化測驗」、改編之「創造性人格量表（Creative Personality Scale）」以及自編之「教師創意教學量表」為研究工具。以台北市公、私立幼稚園教師為研究母群體，並藉由兩階段抽樣方式抽取107所園所，321位教師為主要研究對象。共發出321份問卷，整體回收率有效問卷為63%。問卷回收後，使用SPSS14.0統計軟體及AMOS5.0進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、單因子變異數分析、Tukey多重比較、皮爾森積差相關、多元迴歸以及結構方程模式來分析資料。本研究主要結論如下： 壹、幼稚園教師所知覺之組織文化類型為「階層型文化」，且教師整體而言具高度創意人格與創意教學，且以「積極靈巧」之特質最為明顯；且能省思自己的教學目標。 貳、教師年齡與年資差異存在於其創意人格及創意教學中，其中，教師年齡越長、越資深，越具有明確的教學目標，在教學方法與評量上也越具創意。學歷程度之差異則存在於其創意教學中，且顯示教育研究所畢業之教師創意教學程度高於一般大學畢業之幼稚園教師。 參、共識型組織文化與創意教學相關程度最高。然，共識型的組織文化雖有助於教師創意教學的產生，但不保證教師能有高度的教學創意。 肆、教師本身之創意人格與創意教學有高度相關，且比幼稚園組織文化更能預測其教學創意程度。 伍、「共識型文化」、「發展型文化」、「理性型文化」三種文化類型與教師創意人格及創意教學之結構方程模式適配度尚可接受。 最後，研究者根據上述研究結論針對幼稚園、幼稚園教師以及未來之研究提出建議，以期對未來學前階段之創造力教育有所助益。 / The main purposes of this study was to: (a) understand the current situation of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching; (b) explore the data of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching between different backgrounds and influencing factors; (c) analyze the relationship between these three variables; (d) explore the predictive power of the teachers’ awareness of organizational culture of kindergartens and creative personalities on the creative teaching;(e)use SEM (Structural Equation Modeling) to explore the goodness-of-fit of the model between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Three scales were used to measure the following constructs: “Creative personality scale”, “Diagnosing Corporate Culture”, and “Creative Teaching Scale for Kindergarten Teachers”. A total of 215 teachers from 107 kindergartens (both public and private schools) participated in this survey in Taipei, and with an effective response rate of 63%. The questionnaire data were analyzed by descriptive statistics, Cronbach αcoefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, one way ANOVA, Tukey posteriority comparison, Pearson’s correlation analysis, multiple regression analysis, and Structural Equation Modeling through the use of SPSS14.0 for windows and AMOS5.0.The major results were summarized as follows: 1. The teachers’ awareness of organizational culture of kindergartens is an Internal Process Model (a bureaucratic type). Teachers are smart with high scores on creative personality and high scores on creative teaching, especially in the aspect of teachers’ teaching goals. 2. Teachers with over 21 years of teaching experience are more creative on teaching than the beginning teachers with only 1 year of teaching experience. Furthermore, the young teachers have less creative personalities than the older teachers. Besides, the teachers with a master degree in education are more creative on teaching than teachers with a bachelor degree in other fields than education. 3. A human relations model may contribute to teachers’ creative teaching, but would not necessarily bring about teachers’ high creative teaching. 4. Teachers’ creative personality is more predictable than the organizational culture of kindergartens. 5. The goodness-of-fit of the models between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching are acceptable, especially in the human relation model, open system model and rational goal model. Keywords: Kindergarten teachers, creative teaching, creative personality, the organizational culture of kindergartens, Structural Equation Modeling (SEM)

近年來，我國出生率逐年遞減，少子化的現象普遍存在，家長及社會對於幼兒的教育十分重視，幼教老師在教學實施上備受壓力；而網路與科技媒體的蓬勃發展，更促使幼教老師必須重新思考教學的方式。教師如要運用教學媒體教授幼兒知識，須具備一定的資訊素養，懂得從各種管道尋獲教學資源。 / 本研究針對台北市公立幼稚園教師進行研究，期瞭解幼兒教師的資訊尋求行為概況；探討教師如何利用圖書館和網路資源準備教學；分析教師如何運用資訊資源進行專業成長；並瞭解幼教老師利用Blog的經驗。透過問卷調查和深度訪談來瞭解幼教老師利用資訊資源於教學上之概況。 / 研究發現，台北市公立幼稚園教師仍以女性教師為主，大部分教育程度在大學以上，年齡則以41～50歲居多，教師教學經驗豐富，六成的教師已從事教學達15年以上。高達92.5％的教師會使用網際網路，教師具有中上的資訊素養能力，且學歷較高和新進教師的教師具有較高的資訊素養。教師使用多種管道找尋合適的資源與媒體以支援教學，並將其評估、處理成為教材。在找尋資源時會考量資訊的正確性與方便性。 / 關於利用圖書館資源準備教學方面：教師至圖書館的目的為找尋教學相關資源；使用校內圖書室和台北市立圖書館找尋教學資源；使用繪本和影音資料為主。在利用網路資源協助教學上：教師利用網路資源準備教學；應用網路多媒體協助教學實施；參與網路社群分享教學資源及經驗；藉由網路平台紀錄教學活動；與家長進行親師溝通。而利用資訊資源進行專業成長上教師透過閱讀獲取專業知識；利用網路資源自我學習，並進行個人知識管理。此外，教師亦會運用Blog搜尋教學資源、分享教學經驗、整理學生學習歷程檔案、建置幼稚園網頁、記錄教學與整理教師教學檔案及建置個人Blog。 / 最後建議：（1）教育主管機關應鼓勵教師參與線上讀書會與成長團體，精進個人之專業知識；辦理各式資訊素養研習以提昇教師的資訊素養能力；委託相關單位編製資源示意圖協助教師準備教學；建置幼教專業知識共享平台，便於教師找尋及取得資源、整理個人教學知識，持續進行個人專業成長。（2）幼稚園圖書室應與鄰近圖書館合作並共享資源；協助教師充分利用圖書館資源準備教學。（3）幼稚園教師應充分利用資訊資源支援教學活動、進行終身學習；積極參與網路社群，利用Blog等網路平台與家長共同指導幼兒。 關鍵字：幼稚園教師；資訊尋求行為；教師專業成長；部落格 / This research focused on the utilization of information resources of public kindergarten teachers in Taipei. The purpose is to reveal the information seeking behaviors of kindergarten teachers, such as how the teachers use the library and internet resources to prepare for teaching; how teachers use the information resources to upgrade teachers' professional development; and the use of Blog. The study applies the questionnaire and in-depth interview to find out how the kindergarten teachers use the information resources. / According to this study, most of public kindergarten teachers in Taipei are female, hold bachelor degree, and the majority of them are about forties to fifties. Teachers are well experienced. Ninety two point percent teachers are able to use internet, most teachers are well equipped with information literacy. / Finally, suggestion were made as follows: (1) The Department of Education, Taipei City Government should encourage teachers to participate the online reading club and growth group for enhancing professional development; conducting all kinds of information literacy courses, compiling the pathfinders and setting up professional portal for professional growth. (2) The kindergarten library should cooperate with the neighboring libraries to share resources, and play the important role in assisting teachers using information resources. (3) Kindergarten teachers should learn how to utilize the information resources widely for supporting the teaching and achieve the life-long learning; participating in internet communities to upgrade their professional knowledge and core competences; and use the Blog and other social software to instruct kids with their parents together. Keywords：Kindergarten Teachers；Information Seeking Behavior；Teachers' professional development；Blog

本研究主要探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度之關係，主要研究對象為台北縣市公私幼稚園教師及該班五足歲幼兒。首先了解教室閱讀環境、教師閱讀態度及幼兒閱讀態度之現況，並進一步分析教師個人變項在教師閱讀態度及幼兒背景變項在幼兒閱讀態度得分上之差異情形；而後分別探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度間的相關性，並分析教室閱讀環境及其構面與教師閱讀態度對幼兒閱讀態度之交互作用的情形。 研究依據文獻探討之結果自編「幼稚園教室閱讀環境問卷」與改編「教師閱讀態度問卷」，並以Saracho所發展之「幼兒閱讀態度量表」做為研究工具，並利用問卷調查法來收集資料。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、Scheffe法事後比較、Tamhane’s T2檢定法事後比較、皮爾森積差相關、二因子變異數分析來分析，研究結果如下: 壹、 幼稚園之幼兒有良好的閱讀態度，女童閱讀態度較男童閱讀態度來的正向。 貳、 幼稚園教師普遍較有正向的閱讀態度，有閱讀習慣的教師較沒有閱讀習慣的教師有正向的閱讀態度。 參、 教室閱讀環境普遍良好，構面中「閱讀互動」的得分最高。 肆、 教室閱讀環境及其構面「閱讀空間及資源」、「閱讀課程與活動」與幼兒閱讀態度負相關。推測可能原因在於教師知覺與幼兒感受上的落差，使得教師認為已經提供了良好的閱讀環境，但孩子本身沒有從中獲得協助或樂趣，因此產生教室閱讀環境良好，但幼兒閱讀態度卻不佳的情況。 伍、 教師閱讀態度與幼兒閱讀態度沒有相關。 陸、 「教師閱讀態度」與「閱讀空間及資源」對幼兒閱讀態度有交互作用，當教師的閱讀態度較負向，閱讀課程與活動越好時，幼兒閱讀態度會越負向。 研究針對統計結果進行分析與討論，並對幼稚園教師及未來相關研究提供建議，期待能對幼兒閱讀態度在學校中的培養有所助益。 / The main purposes of this study was to (1) understanding the kindergarten classroom reading environments, teachers reading attitudes and young children reading attitudes；(2)explore the data of teachers reading attitudes between influencing factors and of young children reading attitudes between different backgrounds；(3)analyze the relationship between the kindergarten classroom reading environments and young children reading attitudes；(4)the relationship between teachers reading attitudes and young children reading attitudes (5)explore the total scores and sub-scores of the kindergarten classroom reading environments × teacher reading attitudes interaction. A total of 72 teachers and 292 five-year-old young children from kindergartens (both public and private schools) participated in this study in Taipei. To accomplish purposes of this study, the methods adopted were a questionnaire and measured the scales by the constructs：“The Kindergarten Classroom Reading Environments Scale”, “The Teacher Reading Attitudes Scale”, and “The Preschool Children Reading Attitudes Scale”. The data were analyzed by descriptive statistics. Cronbach α coefficient analysis, explorative factor analyses, T-test, one way ANOVA, Scheffe posteriority, Tamhane’s T2 posteriority Pearson’s correlation analysis and two way ANOVA through the use of SPSS12.0 for windows. The results were summarized as follows: 1. Young children in kindergartens had positive reading attitudes. Girls possessed statistically significantly more positive attitudes toward reading than did boys. 2. The teachers in kindergartens had positive reading attitudes. The teachers who had reading habits possessed statistically significantly more positive attitudes toward reading than did those didn’t have reading habits. 3. The kindergarten classroom reading environments are good, and especially in the aspect of reading interaction. 4. The kindergarten classroom reading environments and young children reading attitudes were statistically significantly negative relationship. 5. The teachers reading attitudes and young children reading attitudes won’t statistically significantly relationship. 6. The results showed significant outcomes for reading curriculum and activities × teacher reading attitudes interaction.