本研究主要在探討幼兒時期「英語學習經驗」對國小階段「國語學習態度」與「國語學習成就表現」之影響性。研究中分別以「有/無學習英語」、「學習起始年段」、「學習年數」及「每週學習時數」作為幼兒時期英語學習經驗之代理變數；「國語學習態度」的評量包括認知、情感及行為三個成分；而「國語學習成就表現」係採用國語能力測驗分數與在校國語成績作為評量。 本研究採用問卷調查及深度訪談法，問卷調查方面，係以台北市文山區市立國小二年級339名學童及四年級341名學童為研究對象。訪談方面，共訪談44名學童、45位家長、以及15位國小教師。 本研究結果顯示，雖然幼兒時期英語學習經驗對學童國小階段的國語學習態度不具有顯著的影響性，但本研究獲得若干證據支持幼兒時期英語學習經驗有助於學童國小初期的國語學習成就表現。具體的研究結果指出：(一)幼兒時期「有學習英語」的學童，其小學二年級的平均國語能力測驗與國語學年成績優於幼兒時期「無學習英語」的學童；(二)幼兒時期「有學習英語」與「無學習英語」的學童，其小學四年級的平均國語學習成就表現無明顯差異。 另外，本研究從學童、家長及教師之深度訪談中，彙整出如下意見：(一)雖然幼兒時期英語學習與國語學習在時間上會產生相互排擠的問題，然在學習過程中，二者關係可以為正向或負向，而家長及教師的態度是其主要的中介變項；(二)當英語學習年段早於國語，或太晚學習國語，學童之學習態度較可能受影響；(三)幼兒時期英語學習年數愈長的學童會傾向認為國語的學習較英語難；(四)幼兒時期每週學習英語時數愈多，學習年數愈長，即有可能影響國語學習態度；(五)幼兒時期每週學習英語時數愈多，學習國語的時間相對減少，因此在小學初期，其國語學習成就會較差。然而，此影響會隨著日後學習及使用國語越多(年級越高)而降低。最後，本研究並提出若干建議供教育主管單位、國小教師、幼稚園教師及家長參考。 / This study aims to explore the impact of English learning experience in early childhood on Mandarin learning attitude and achievement at the stage of elementary school. Variables ‘English-learning dummy’ ‘age of English learning’ ‘number of years of learning English’ ‘hours per week in English-learning’ are used as proxies for experience of English learning. Learning attitude in Mandarin is measured in three dimensions (cognition, affection, and behavior), and learning achievement in Mandarin is represented by ‘score’ on Verbal Ability Development Test Battery(VADTB) and ‘academic achievement’ of Mandarin in school(MAA). Questionnaire survey and in-depth interview are concurrently used in this study. The Six hundred and eighty subjects were drawn from six elementary schools in Mucha Area of Taipei City. The other sample, used for in-depth interviews, includes 44 students, 45 parents, and 15 elementary school teachers. The results show that no relationship exists between English learning experience in early childhood and learning attitude at the stage of elementary school. However, some evidence indicates that English learning in early childhood does help Mandarin study at the subsequent stage. Specifically, this study demonstrates that, for the 2nd grade student group, VADTB and MAA scores of students with early childhood’s English learning experience are significantly higher than those students without any childhood English learning experience. In addition, MAA score of students with 2-3 years’ English experience prior to elementary school is significantly higher than those without any English experience. Moreover, the in-depth interviews with students, parents, and teachers indicate as follows: (1) there is a mixed outcomes when estimating the impact of early-childhood English learning on Mandarin learning, depending on teachers and parents’ attitude; (2) if students learn English before Mandarin, or learn Mandarin in later years, their attitude toward Mandarin learning will not be so positive; (3) the longer the students learn English in early childhood, the more they will prefer English. 4) Finally, suggestions are given in the end for policy making and people related.

本研究之目的在於釐清幼兒園教育品質之概念與內涵，並建構「幼兒園教育品質指標體系」，做為幼兒園人員、家長、主管機關等利害關係人評估幼兒園效能效率表現之參考，並為提升幼兒園教育品質提供涵意。 研究者經由文獻分析，形成「幼兒園教育品質指標適切性問卷」與「幼兒園教育品質構面相對重要性問卷」，以幼兒園、托兒所之園所長、教職員共計151名為對象，以瞭解幼兒園內部人員對於指標適切性與構面相對重要性之觀點。研究者運用三角模糊數整合專家意見、以常模參照方式篩選指標，另透過AHP層級分析法建立構面相對權重，續以三角模糊數歸一化的方式，將構面權重分配予各項指標，以完成「幼兒園教育品質指標體系」。 本研究獲致之研究結果如下： 一、 幼兒園教育品質為一以幼教歷程為核心、逐漸向外拓展的概念，幼兒園教育品質的探究範圍包含幼兒經歷之幼教歷程、教室層級之環境與組織層級之管理。 （一） 幼教文獻中，幼兒園教育品質係以幼兒發展為本位，關注教室層級以內，主要就歷程、結構、教師之相關因素做深入探討，於幼兒園組織管理層面探討較少。 （二） 本研究中，幼兒園教育品質係以幼兒園為本位，探究範圍較廣，關注幼兒園組織層級，並主張以全面品質充實幼兒園教育品質之概念與內涵。 二、 本研究以全面品質觀點建構幼兒園教育品質指標，參考包德理治教育指標之架構，包含幼教歷程、教職員管理、家長關係、園所長領導、幼兒園策略規劃、資訊分析與知識管理、幼兒園經營策略等七構面，指標內涵整合了幼兒環境量表（ECERS-R）、NAEYC認證標準與包德理治教育指標，初擬70項指標，經由幼兒園內部觀點篩選，保留66項指標。 三、 以AHP層級分析法求得幼兒園教育品質構面之相對權重，依權重值排序，幼兒園教育品質構面依序為：幼教歷程（15.8%）、園所長領導（15.6%）、幼兒園策略規劃（15.2%）、教職員管理（14.2%）、幼兒園經營策略（14.2%）、資訊分析與知識管理（12.6%）、家長關係（12.5%）。續透過三角模糊數歸一化之方式，將構面權重分配予各項指標，完成「幼兒園教育品質指標體系」與「幼兒園教育品質自我評估表」。 研究者針對指標篩選結果與權重建構結果進行相關討論，文末並根據研究結果與發現，就實務面與未來研究方向提出具體建議。 / The purpose of this study aims to clarify the concept and contents of educational quality in ECE schools providing 4-6 year-old children early childhood education, and also to establish a system of educational quality indicators in ECE schools. Through literature review and analysis, two questionnaires “the properness of the educational quality indicators in ECE schools” and “the relative importance of the educational quality dimensions in ECE schools” --- were constructed. Total of 151 subjects consisting of leaders, teachers and staffs in ECE schools were invited to complete these two questionnaires in order to form the internal perspective to the educational quality indicators. The data were analyzed by computing triangular fuzzy sets and using Analytic Hierarchy Process (AHP). The conclusions are as follows: 1. The core concept of the educational quality in ECE schools is ECE process, and the concept extends outward gradually. The ECE process, the environment and the management of the organization all should be included when the educational quality in ECE schools is discussed. (i) In the literature, the concept of the educational quality in ECE schools is based on the development of children. The concept is more about factors inside the classroom, including factors related to ECE process, structure, and teachers, and factors related to organizational management were less discussed. (ii) In this study, the concept of educational quality in ECE schools is school-based. The concept is more about factors related to organizational management. The author suggested that the concept and contents of educational quality in ECE schools will broaden and be enriched if the concept of total quality is integrated. 2. The educational quality indicators in ECE schools are composed of 66 indicators which can categorized into seven dimensions --- ECE process, management of the staff, relationship with parents, leadership, strategy, information analysis and knowledge management, and results. 3. The weight for each dimension is ECE process(15.8%), leadership(15.6%), strategic planning(15.2%), staff management(14.2%), strategy(14.2%), information analysis and knowledge management(12.6%), relationship with parents(12.5%). The weight for each indicator is allocated, and the system of educational quality indicators in ECE schools is completed as well. In the end, some implications for ECE practice and future research were suggested according to the findings of this study.

本研究旨在比較兩岸民辦幼教發展及其相關法規，透過比較法、文件分析法及實地訪談法，以增進對兩岸幼教環境之瞭解與認識。本研究之目的包括：壹、探究台灣地區與大陸民辦幼教之發展歷程及現況。貳、了解台灣地區與大陸民辦幼教相關法規之歷史源流與規範。參、綜合研究結果增進對兩岸幼教環境之瞭解與認識，並提出建議。 本研究之結論有如下三點：壹、幼兒教育之定位受政治型態影響而有所不同。貳、國家對民辦教育的開放與管理態度影響幼稚園經營方式。參、幼兒教育之工作本質來自於人們就業後之需求，仰賴經濟環境支撐發展。 同時根據研究發現，本研究對於台灣民辦（私立）幼教發展提出建議如下：壹、法規頒佈前可先以試行方式前測，視適應情形再正式頒佈；貳、幼兒教育應設置教育行政專責單位，以促進幼教發展之整體規劃；參、教育與社福機關權責需劃分清楚，幼教相關事務應由教育部主管；肆、對民辦(私立)學校不得營利之限制需酌情調整，提供合理回報及辦學誘因；伍、審思私幼設置財團法人意義，避免因法人資格造成法規適用限制；陸、對幼教相關法規內涵之重新思考> / This study intends to compare the development and relevant law about the minban（i.e. private sector）system in early childhood education through documentary analysis, comparative and interview methodologies in order to comprehend the early childhood education environments between Taiwan and Mainland China. Furthermore, the purpose of the study is to explore the minban system’s progress and current situation, and to understand the origin and regulation of the relevant law for both. It concludes the research results and then to provide the policy recommendations. Based on the findings, the results of the study are as follows. First, the public’s perception of the importance of early childhood education was affected by the political situation of the country. Second, the openness and managerial attitude of the authorities affected the operating mode of the kindergartens. Third, the existence of early childhood education depends on parental demands based on their career needs; it depends on the economic environment to support its development. The study offers some suggestions to Taiwan’s minban system of early childhood educators: (1)Before the enactment of a law, a pretest of its effects should be conducted; (2) Government should provide a responsible and regular regimen for Kindergartens in order to promote their development.; (3) Government should separate the duties of education and social welfare clearly according to their abilities and functions; early childhood education should be managed by the Ministry of Education; (4) Government should offer reasonable opportunities for the minban school investor rather than limit them in school generated profits; (5)Government should redefine the role of consortia in the kindergarten, and avoid the resulting limitations of the relevant law; (6) Generally, we need to re-evaluate the intent of relevant laws about early childhood education.

本研究旨在探討台北市、台北縣、桃園縣、宜蘭市、基隆市幼兒園品牌領導與幼兒園品牌權益之內涵與運用現況之探討；並分析不同背景變項幼兒園品牌領導策略與幼兒園品牌權益之差異、相關與預測情形。 首先採取文獻探究，作為研究架構之依據；再以北區五縣市幼兒園組織人員共319位為研究對象，利用自編之「幼兒園品牌領導策略與幼兒園品牌權益」為研究工具，進行問卷調查；問卷所得資料以SPSS12.0中文版統計軟體，運用描述統計、獨立樣本T考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、及內容分析等方法進行分析討論。根據研究結果及分析後歸納之研究結論如下： ㄧ、幼兒園品牌領導運用程度的得分為中程度，並以「組織的結構與流程」向度最高，而「品牌架構」向度得分最低 二、幼兒園品牌權益的成效得分為中高程度，並以「品牌忠誠度」向度得分最高，以「品牌知名度」向度得分最低 三、幼兒園組織人員背景變項中，服務年資、園所性質、園所類型、園所規模在在幼兒園品牌領導策略運用程度上達顯著水準，但年齡、教育程度、擔任職 務、園所區域、園所歷史未達顯著差異 四、幼兒園組織人員背景變項中，年齡、服務年資、園所性質、園所類型、園所規模在幼兒園品牌權益的差異達顯著水準，但教育程度、擔任職務、園所區 域上未達顯著差異 五、幼兒園品牌領導策略得分高分組者，在幼兒園品牌權益得分顯著優於中、低分組；幼兒園品牌領導策略得分中分組者，在幼兒園品牌權益得分顯著優於 於低分組 六、幼兒園品牌領導策略與幼兒園品牌權益間呈顯著正相關 七、幼兒園品牌領導策略對幼兒園品牌權益具有正向預測作用，且以品牌識別最具有預測力 最後根據研究結果提出建議，以提供幼兒園領導者與經營團隊、教育行政單位與未來研究之參考。

本研究採實驗研究法，旨在探討電子童書中，動畫與文本一致性及年齡對幼兒閱讀理解的影響。實驗採用的研究工具為Living-books系列之「小馬斯特上學去」的電子童書，研究樣本以台北縣市四所公私立幼稚園中大班幼兒為實驗對象，中班受試樣本30人，隨機選取各班人數分派至實驗二中；大班受試樣本60人，隨機選取各班人數分派至實驗一與實驗二中，實驗一分為實驗組（30人）與對照組（30人），實驗組閱讀動畫與文本一致之電子童書，對照組閱讀動畫與文本較不一致之電子童書。 本研究之實驗研究分為實驗一與實驗二，實驗一旨在分析大班幼兒閱讀動畫與文本一致性與否對閱讀理解的影響；實驗二旨在探討中班與大班幼兒閱讀電子童書時，其閱讀理解的差異。 閱讀理解評量以個別施測方式進行故事回憶測驗及故事理解測驗，其中故事理解測驗分為文意理解測驗及推論理解測驗。將所得的資料以單因子變異數及二因子混合設計變異數進行統計分析，以了解研究之結果。 研究結果顯示： 一、在閱讀動畫與文本一致性高之電子童書時，對於故事回憶測驗的得分，實驗組得分顯著高於對照組得分。 二、在閱讀動畫與文本一致性高之電子童書時，對於故事理解測驗的得分，實驗組不論在文意理解或推論理解上，得分皆顯著高於對照組得分。 三、大班組幼兒在故事回憶測驗上的得分顯著高於中班組幼兒的得分。 四、大班組幼兒在故事理解測驗上的總分顯著高於中班組幼兒。在文意理解測驗中，大班組得分顯著高於中班組得分，而推論理解的得分則未達到顯著性的差異。 五、故事回憶與故事理解的相關，在實驗一與實驗二中，不論是文意理解或推論理解，與故事回憶皆呈現顯著正相關。換句話說，閱讀動畫與文本較不一致之電子童書時，故事回憶量低，故事理解得分亦較低；而閱讀動畫與文本一致之電子童書時，故事回憶高，故事理解得分則較高。 研究者根據研究結果與限制，提出對教師、父母、出版商及未來研究方面的建議。 關鍵字：閱讀理解、動畫與文本一致性、電子童書、幼兒 / This study has two parts: one is to research the impact of coherence between text and animation on children’s reading. The other is to analyze the effect of ages on children’s reading comprehention while they read electronic story books. The research adopted one of a series of Living-books, called Little Monster At School. 30 aged 4 and 60 aged 5 children from public and private kindergartens of Taipei city and County participated in the study. There were 2 tasks. Tesk one was coherent text for experimental group. Task 2 was incoherent text for control group. The content of the two tasks was the same. After reading the electronic book, all children took memory test and comprehension test which was devided into 2 sub-score: fact comprehension and inference comprehension. Results are: 1. Memory test’s scores of experimental group is obviously higher than that of control group. 2. Reading comprehension scores of experimental group is also higher than that of control group. 3. Memory test’s scores of age 5 children is higher than age 4 children. 4. Age 5 children get higher total reading comprehension scores than age 4 children. Furthermore, they get higher score on fact questions. Scores of inference questions however, do not show age difference. 5. Memory and story reading comprehension scores have positive correlation. It reveals that children reading coherent animation and text have higher memory scores and higher comprehension scores. On the other hand, children who had the incoherent text had poor scores of both. Based on the results, researcher provides suggestions for teachers, parents and book publisher. Key words: reading comprehension, animation of electronic storybooks, coherence of text, kindergarten children.

本研究旨在瞭解家長親職態度與幼兒生活適應兩者之關係。以台北縣市公立國小附設幼稚園幼兒及其家長為研究對象，以立意取樣方式選取七個園所進行問卷施測，計回收有效問卷315份，以SPSS14.0視窗中文版進行資料分析。研究結論如下： 一、家長性別、教育程度和月收入不同其親職態度有顯著差異 （一）女性家長在家長親職態度的行動面向表現優於男性家長。 （二）母親教育程度為「大學、專科」在家長親職態度及「情感」面向表現均為最優。 （三）女性家長月收入為「兩萬-四萬」在家長親職態度及「情感」面向表現均為最差。 二、幼兒性別、年齡和就讀幼稚園年數不同其生活適應有顯著差異 （一）女生幼兒在幼兒生活適應的各面向和整體表現均優於男生幼兒。 （二）年齡越大和就讀幼稚園年數越長的幼兒其生活適應表現越佳。 三、家長教育程度、月收入、社經地位、家庭型態和親職態度不同者對幼兒生活適應有顯著差異 （一）父親教育程度為「研究所」和母親教育程度為「研究所」、「大學、專科」及「國中」其幼兒的「學習適應」表現較優。 （二）女性家長月收入為「四萬-六萬」和「八萬以上」者，其幼兒的「學習適應」表現較優。 （三）高社經的家長其幼兒的「學習適應」表現優於低社經者。 （四）「非小家庭」的幼兒其常規適應表現優於「小家庭」者。 （五）家長親職態度總分為「高分組」者其幼兒的學習適應表現最優。 最後，根據本研究結果，提出相關建議供父母家庭、學校和後續相關研究者參考。 / The purpose of this study aims to probe into the relationship between parents’ attitude and children life adjustment. Children and parents in public kindergarten in Taipei are chosen as the research objectives by purposive sampling. Questionnaires Investigation as the research method is used in this study. The research instrument was distributed to 7 kindergartens. There are totally 315 valid samples used in this study. After all, the data obtained is interpreted and analyzed by SPSS 14.0, and the main conclusions are drawn as follows: 1. There are several significant differences in parents’ attitude if different parents’ gender, level of education, and monthly income are considered. (1) Matriarchs’ performance in the respect of action of parents’ attitude is better than Paterfamilias’. (2) The performance of Matriarchs whose level of education is university or college is ranked the best in the respect of emotion of parents’ attitude. (3) Matriarchal whose monthly income is ‘twenty thousand to forty thousand’ is ranked the worst in the respect of emotion of parents’ attitude. 2. There are several significant differences in children life adjustment if children’s gender, age, and year studying in kindergarten are considered. (1) Girl’s in each aspect of children life adjustment is better than boy’s. (2) Children’s performance in life adjustment is better if they are elder or the year studying in kindergarten is longer. 3. There are several significant differences in children life adjustment if different parents’ level of education, monthly income, socioeconomic status, family patterns, and parents’ attitude are considered. (1) Father’s level of education is “graduate institute” and mother’s level of education is “graduate institute”, “university”, or “college” and “junior high school”, whose children’s representation of study adjustment is better. (2) Matriarch’s monthly income is “forty thousand to sixty thousand” and “more than eighty thousand”, whose children’s performance of study adjustment is better. (3) Performance of children with parents in higher SES is better than the ones with parents in lower SES in the aspect of study adjustment. (4) Performance of children in “Non nuclear family” is better than the ones in “nuclear family” in the aspect of study adjustment. (5) Parents’ attitude scores in “high score” whose children’s performance in study adjustment is ranked the best. Based on the research results, the researcher proposes some suggestions about “parents’ attitude” and “children life adjustment” for parents, related schools, and further studies after all.

本研究旨在探討幼幼班母親在幼兒閱讀信念對於親子共讀之影響及關係。首先瞭解母親對幼兒閱讀信念與親子共讀之現況；其次分析不同背景變項對母親之幼兒閱讀信念與親子共讀之差異情形；第三則分析母親對幼兒閱讀信念與親子共讀之相關程度；最後，探討母親之幼兒閱讀信念對親子共讀之預測力。 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，改編之家庭問卷和父母親閱讀信念量表(Parental Reading Belief Inventory；PRBI)為研究工具。以台中縣私立托兒所幼幼班母親為研究母群體，以立意取樣方式抽樣21個鄉鎮市，共計29間私立托兒所之幼幼班母親為主要研究對象。共發出299份問卷，整體回收率有效問卷為76.92%。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、多變量變異數分析、單因子變異數分析、Scheff’e多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究主要結論如下： 壹、母親對幼兒閱讀信念最肯定共讀對幼兒之正向影響；大多數母親會在幼兒在三歲前進行共讀，且以經常或有時候的頻率進行，並為幼兒準備書籍，而幼兒也普遍喜愛親子共讀。 貳、不同變項對母親在幼兒閱讀信念與親子共讀之差異： 一、閱讀頻率越高之母親越會進行親子共讀、幼兒越喜愛共讀、越會為幼兒準備書籍。 二、高社經較低社經地位的母親較早開始進行親子共讀；但低社經地位的母親較中、高社經地位的母親較會為幼兒準備書籍。 三、有童年親子共讀經驗的母親更受「反向因素」的影響、更肯定「共讀對幼兒有正向影響」、會在幼兒更年幼時開始親子共讀；沒有童年親子共讀經驗的母親更會與幼兒進行親子共讀。 四、在家年齡排行「第四或其他」的幼兒較排行「第三」的幼兒更喜愛親子共讀。 參、母親整體幼兒閱讀信念越強、越不受反向因素影響、母親親子共讀效能感越高、幼兒開始共讀的年齡越小、其親子共讀頻率越高、幼兒喜愛共讀的程度越高、家中幼兒書籍量越多，但卻越沒有與幼兒共讀經驗。 肆、母親對幼兒閱讀信念之「反向因素」可預測母親「與幼兒共讀經驗」，但為負向；整體母親之幼兒閱讀信念可預測母親「與幼兒開始共讀年齡」、「親子共讀頻率」、「幼兒喜愛共讀程度」、「幼兒書籍量」，且皆為正向。 最後，研究者根據上述研究結論針對母親、未來之研究提出建議，以期對未來三歲以前之親子共讀推廣和研究有所助益。 / The main purposes of this study was to: (a)understand the current situation of the maternal literacy beliefs and mother-child book-reading; (b)explore the data of the maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors; (c) analyze the relationship between these two variables; (d) explore the predictive power of the maternal literacy beliefs on the mother-child book-reading. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were uses to measure the following constructs: “Family Survey”, “Parental Reading Belief Inventory；PRBI”. A total of 299 mothers of 2-3 years old children from 29 private pre-schools participated in this survey in Taichung County, and with an effective response rate of 76.92%. The questionnaire data were analyzed by descriptive statistics, Cronbach α coefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, MANOVA, ANOVA, Scheff’e posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis through the use of SPSS12.0 for windows. The major results were summarized as follows: 1.Mothers got the highest scores of Parental Reading Belief Inventory is Positive Affect to Child. Most of the mothers start book-reading with children before the age of 3. Mothers usually or sometimes reading to children, and prepare books for them. In addition, most of the children enjoy book-reading. 2.Maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors： a.Mothers with higher reading frequency, spending more time reading to their children and preparing more books for their children. Children are more enjoy book-reading. b.High-SES mothers start to read to their children when children were younger than low-SES mothers do. However, low-SES mothers prepare more books for their children than middle-SES and high-SES mothers. c.Mothers with book-reading experience in childhood got higher scores of Positive Affect to Child and start to read to their children at younger age of children, but got lower scores of Opposite Factor. Mothers without book-reading experience in childhood would spend more time reading to their children. d.The forth or Later child is more enjoy book-reading than the third child. 3.Mothers got the higher scores on Parental Reading Belief Inventory, the less influence by Opposite Factor, the higher scores on Book-Reading Efficacy, the earlier start book-reading at younger age of children, the higher frequency to read to their children, children is more enjoy book-reading, the more books for children at home, but less book-reading experience with children. 4.Opposite Factor is predictable negatively Book-Reading Experience with Children. Maternal Literacy Beliefs is predictable positively Age of Child of Beginning Book-Reading、Mother-Child Book-Reading Frequency、Degree of Expressed Interest in Books of child、quantity of books for children. Keywords：mother、beliefs 、maternal literacy beliefs、0～3 years old、Mother-Child Book-Reading、Bookstart

本研究採用民族誌取向之質性研究方法，探討一個園長的領導。目的在瞭解利園長（化名）從入園開始是如何領導園所、型塑園所的樣貌及其過程中所使用的策略。在將近一年半的時間裡，研究者以訪談、參與觀察、文件檔案和研究日誌等方法收集資料，並以紮根理論研究方法作分析，主要發現為：利園長用「家」的圖像隱喻幼兒園，將自己定位為「母雞」，並用分享、關懷和照顧等行動來營造幼兒園的社會環境。於物理環境方面，則是從實體環境和教職員工的行為著手改變並注意持續。人事行政上則從福利制度、會議、活動及象徵名詞利用..等著手，來達到穩定人事和凝聚人心的目標。關於課程與教學的領導，「評鑑」成為明顯的分界，評鑑後藉由「教授在園輔導」之外力，幫助園所繼續朝向目標前進。整體課程與教學的領導來看，園長乃在協助教師實踐教學；提供教師接受訓練、專業發展的機會並對於園所的課程活動有所影響。於領導策略部分：比較利園長於環境、人事行政、課程與教學之領導策略，可以發現部分策略於不同目標下的重複出現，如：以身作則、個人學習、賦權、適時增讚與鼓勵、對錢慷慨等。將本研究所提煉之領導策略與過去文獻相較，亦見極高之相似度。 　　整體而言，評鑑前利園長偏向於人事行政和環境的領導，評鑑後則以課程與教學為焦點。內外因素如：「評鑑、園長經驗與能力以及個人人格特質」均交互影響著利園長的領導。賦權、近程戰果的出現和願景以及教職員工對園長信任度的交錯，使得至園願意繼續改革的長征。園長的領導是藉由強化他人（教職員工）來強化自己（園所），運用關懷和傾聽平衡效率和人性的協調。最後，研究者並發現長期的領導歷程及成果來自中期和短期歷程的完成及堆疊。 　　根據上述之研究發現，提出「隱喻、願景和目標的思索；再思例行性工作；揭開自己園所文化；重思領導與學術研究的關係；積極掌握園長在課程/教學的影響及角色；檢視自我領導歷程及目標的串連關係」等六項建議。其他建議有：翻譯或編寫有助於園長領導、管理之用的作品；建立園長見習、實習制度；以及未來仍可開發更多關於「園長領導、園長與教師互動」議題之研究。 / This research used ethnology approach to explore a director's leadership in the kindergarten. The aim is to understand how director Mrs. Lee (faint name) led the kindergarten from the date she went in. Also how she sculptures the image of the kindergarten and the strategies that she used in the process. Within one and half year the researcher interviewed, observed, filed and took note to collect all the data. Then used ground theory to analysis and find that Miss Lee described the kindergarten as a home, she sees herself as the hen. Sharing, caring and loving were used to promote the kindergarten's social environment. Other environments were from the actual environment and staff's behavior to start to charge or continue. As for personnel administration were from welfare system, meeting and activities to gather the will of the staffs and stable the personnel. About leadership in curriculum and teaching, she clearly used "assessment" as the dividing line. Before the assessment on the kindergarten. Miss Lee was leading toward the areas in personnel and environment. But after the assessment, she moved to the areas of curriculum and teaching as her main focus. Internal and external inferences were likes: "assessment, director's experiences and abilities, also individual personality" will cross interferences with Miss Lee's leadership. Overall the director's leadership was to strengthen others (staffs) to strengthen self (the kindergarten), using caring and listening to balance up efficiency and human nature. At the end the researcher also found that the processes of long-term success were pilling up of the results from many short term or middle term to achieved it. According to findings that mention above the researcher had six advises: "raised deep thoughts in metaphor, vision and aims; rethinking about routine works; uncover your kindergarten's culture; self assessment in the connection between process of the leadership and aim." Other advises had translated or compose can help director's leadership, products of administer, build up on directors to learn on the job, trainee system and have more researches in director's leadership and interaction between director and staff in the future.

本論文旨在探究在台灣社會變遷的整體脈絡下，幼兒園教師身份認同境況與轉化的可能性，期能為台灣幼教體制的改革，提供倫理、社會與政治性層面之參考，並實踐批判教育學的核心目標：個體自我與社會集體的增權益能。 論文分為五大章節：第壹章從研究者身為一位師培者的經驗做為出發點，針對台灣教育改革與幼教現場特有的文化現象，以及在此現象中幼兒園教師的存在境況進行文化反思。第貳章分別從「認同的意義與基本性格」，「論述、權力與身分認同間的辯證關係」，以及「批判教育學的宗旨」等理論蘊意與相關學術研究與普查資料，耙梳幼兒園教師認同危機之可能的路徑，尋求出路。第參章則概述目前相關研究狀況，並說明「批判論述分析」之理論基礎與具體研究策略。第肆章為資料分析。經文本分析產出：「為什麼幼教要做到這個樣子」、「幼稚園變成我的興趣 就是我的工作」、「想要『真的』去帶班」、「在那邊 我會覺得說 好像被綁手綁腳的」、「『它不我要的』生活」與「想『回家』的代課老師」等六種幼師身份認同圖像。然後從「幼兒園組織氛圍」、「師資培育課程架構與施行方式」、「幼兒教育政策體制」與「傳統文化價值觀」等面向，分析潛藏於這六教師身份認同圖像底層的論述秩序與意識型態，以凸顯幼師主體權能與社會文化脈絡間的辯證關係。最後，第伍章則從今試從「重建幼兒園師資培育課程架構與施行方式」、「尋找國家介入的合理基點」與「啟動各階層間的『對話』機制」等三個觀點進行討論與建議。 / This dissertation attempts to fully describe Taiwanese preschool teachers’ identity and explores the possibility of their transformation in a changing society. It is hoped that this study provides ethical, social and political information for the reform of early childhood policy and achieves the core objectives of critical pedagogy, that is, the empowerment of individuality and society. This dissertation includes five chapters. The first chapter starts with the researcher’s personal experience as a teacher trainer, followed by her cultural reflections on being a preschool teacher under the educational reform movement and from the preschool site. The second chapter explains the theoretical framework from the perspectives of “the meaning and significance of identity”, “the dialogue among discourse, power, and identity”, “the political implications in education”, “the development of early childhood education in Taiwan”, and “the objectives of critical pedagogy”. Chapter Three reviews the related literature and explicates the theoretical frameworks of critical discourse analysis and specific research strategies as well. Chapter Four delineates data analyses and highlights the dialectical relationship between the subjectivity of preschool teachers and sociocultural context of Taiwan. Six modes of preschool teachers’ identity were emerged from text analysis. They were: (1) Why is the preschool education so tough? (2) Preschools interest me and so I work there. (3) I want to be a devoted teacher, (4) At the current workplace, I don't feel as carefree as I did at the previous workplace. (5) I don’t want to live this way, (6) Substitute teachers want to go “home”. These six modes were then analyzed in terms of different dimensions including “the organizational climate of daycare center”, “the framework and implementation of curriculum for preschool teacher education”, “the policy of early childhood education”, and “traditional cultural values”. The analysis was to explore the order of discourse and ideology underlying the preschool teachers who narrated their stories. Finally, Chapter Five presents discussions and suggestions for educational practice with three issues, namely, “reconstruction the framework and implementation of teacher education curriculum”, “the role of government in early childhood education”, and “activation of the mechanism for dialogue between all classes”.

過去許多哲人都曾讚揚過音樂之於人的意義，Mozart亦曾言：「音樂應是不刺耳，使人如沐春風」，然而近年來的研究卻指出：幼兒園中的音樂活動經常是所有人唱一樣的內容，並僅以是否有精神、聲音大小做為評斷標準，在這樣的環境下，幼兒究竟聆聽了什麼？從中習得了什麼？是否曾考慮幼兒在音樂發展及表現上的個別差異？ 本研究基於上述的背景，試圖以Gordon幼兒音樂學習理論為基礎，參考相關教材－Music Play一書設計活動後，再到幼兒園進行教學，欲從中了解幼兒在課程參與、音樂性向及歌唱能力等三方面的樣貌，進一步建構研究者自身的教師專業圖像。本研究採行動研究取向，主要分為初探研究及正式研究兩部分：初探研究包含6次各30分鐘的活動，課程進行後重新了解理論並修正內容，再次進行兩個循環的正式行動，第一循環共計10次課程，第二循環為6次課程。課程完全結束後，以課堂錄影、教師省思日誌、幼兒觀察記錄表等工具為基礎，書寫初探及兩個循環研究之改變與收穫。 本研究的發現如下： 1、幼兒課堂參與的情形從嘻笑轉而認真投入，並開始發展個人不同的音樂表現方式；音樂性向隨著音樂環境的多寡有所轉變，經過課程後大多數的幼兒音樂性向略提升；歌唱能力則依個別差異在音高及節奏方面各有所轉變。 2、研究者在研究進行的過程中，發現進行Gordon相關的教學方式，首先要能熟悉理論及教材內容，進一步適應曲調、節奏、音高型與節奏型的唱法後，搭配相關的律動、樂器、遊戲等，除能使教學更符合幼兒的個別差異，教師亦能建構屬於自己的教學內容，以及自身的教師專業發展圖像。 根據本研究的歷程與收穫，研究者提出幾點建議，以供未來研究者與教師做為參考。 / This study attempts to understand the picture that 4-5 years old children learn on through Gordon’s music learning theory for newborn and young children; meanwhile, focus on the changes of teacher’s professional development. This study adopts action research, designs a series of lessons that building on Music Play and accompanied with teaching logs, music aptitude tests, singing performance tests, and observation records. The lessons contain three cycles. The first one is pilot study, within six times and thirty minutes for each lesson. Cycle 2 and cycle 3 are formal research, the former includes ten times and the latter includes 6 times, both 30 minutes for each lesson. The conclusions of this study are : 1)The curriculum of this study can improve children’s musical aptitude, singing performance and participation. 2) Teachers and Researchers should understand and internalize meter, tempo, rhythm, and continuous movement activities within Gordon’s music learning theory for early childhood. With a variety of teaching activities, the teachers will improvise in the classroom, and then construct professional picture of teacher of himself.