自《幼稚教育法》推動以來，我國幼兒園開始採用每班安置教師二人，由兩位教師共同經營一個班級的做法。過去不少研究發現，合班關係有其效能及其必要性。因此，合班的教師如何建立有效的合班關係，並從中得益自我實踐成為重要的研究課題。 　　因為幼兒園工作環境充滿變化性、不確定性與壓力，加上教師們皆具有專業的背景以及在工作執行上擁有許多的彈性與自主權，學者們認為幼兒園合班關係，可以採用協力工作塑造的概念，進一步昇華幼兒園合班關係。Leana,Appelbaum,& Shevchuk (2009)就提出，幼兒園教師的協力工作塑造，有助於確保幼教現場的教學品質，除了對生手教師來說，有助於提升其工作成效，對熟手教師來說，也能夠協助提升其工作附加價值。 　　因此，本研究以質性研究方法，立意取樣三對獲得「教學卓越獎」的合班教師搭檔進行半結構式訪談，了解幼兒教師在合班關係中協力工作塑造的樣貌，包含幼兒園面臨問題時的解決與創新、工作職責與人際溝通之間的協調，以及自我認同等實務及歷程；待回收研究相關資料後，運用質化資料分析軟體MAXQDA進行訪談資料的分析，並進行編碼、整理與分析，以了解並探究本研究之待答問題。最後，透由訪談內容以質性研究方式歸納剖析其協力工作塑造之歷程與實務內涵。 　　研究結果發現，在協力工作塑造的歷程，可以分為四階段，分別為第一階段關係塑造、第二階段團隊建立、第三階段職責塑造與創新階段、第四階段為認同塑造。各個階段皆有其關鍵要件，在關係塑造的關鍵有四（含歷程性），為相互尊重、了解、欣賞、互信與學習；團隊建立階段為從個人至協力合作；職責塑造與創新階段為一動態歷程，視幼兒、雙方與班級學習情況而萌發；認同塑造的關鍵為自我認同的再強化、從自我認同到團隊認同。進而討論，協力工作塑造之概念於組織、團隊及個人之關係。

本研究旨在探討臺北市幼兒園家長對男性幼教師專業素養的認同度及在幼兒園任職角色的接受度。本研究採問卷調查法，問卷調查樣本以臺北市十二行政區共十五所幼兒園，含國小附設幼兒園、市立幼兒園、公辦民營幼兒園及私立幼兒園。共計抽取450位幼兒園家長，樣本回收418份，回收率為92.88%；樣本可用405份，可用率90%。研究工具包含自編之「臺北市幼兒園家長對男性幼教師專業素養與任職角色之調查研究」。本研究統計方法包含描述性統計、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。研究結果顯示家長教育程度與子女就讀幼兒園所在行政區及園所類型在家長對男性幼教師專業素養認同度、任職角色接受度及在自己子女就讀之幼兒園任職角色接受度等構面有顯著影響；子女就讀之幼兒園內是否有男性幼教師任職，會影響家長對男性幼教師在幼兒園任職的接受度。由研究結果得知，男性幼教師的專業能力是得到肯定的，但仍必須仰賴實際的接觸經驗與相關資訊的透明化，因此男性幼教師需要政府的相關協助包括獎助學金與保障就業等，方能有投入幼教環境的動機，幼兒園主管機關則必須藉由教學分享平台、教學觀摩與親師溝通平台等方式讓男性幼教師能與女性幼教師及家長密切交流，減低家長對男性幼教師的疑慮並增進對男性幼教師的肯定。本研究係以台北市為研究範圍，且僅以問卷調查評估男性幼教師的專業接受度，建議未來研究可將範圍擴大，及可採取質性訪談方式，以訪談或者開放性問卷等方式取得資料，並將研究對象擴及幼兒園管理階層與女性幼教師等層次。 / The study aims to explore the identity of male kindergartens teachers professionalism and their occupational roles in respect to their acceptance by the parents of kids. This study conducts questionnaire solicitation from fifteen kindergartens in twelve districts in Taipei City. 418 sampling questionnaires were collected from a total of selective 450 parents of kindergarten kids. Among those samples 405 are used for this research study. The feedback rate is 92.88% and the available rate is 90%. The fundamental research tools include "The Survey of Professionalism and Occupational Role on Male Kindergarten Teachers by Parents of Preschool Kids in Taipei", which was originated by author. The adopted statistic methods are descriptive statistics, independent t-test, one-way ANOVA, Pearson correlations and multi-step regressions. The conclusion of study can be summarized as follows. The education degree of parents, the districts where kids studied and the pattern of kindergarten affect significantly in recognition of professionalism on male kindergarten teachers, acceptance of occupational role and acceptance of occupational role in the kindergartens kids studied. Besides, the male teachers are in kindergarten or not affected the acceptance of occupational role in kindergarten kids studied in. According to the results, the abilities of male teachers is approved. But the acceptance is still restricted by the experiences of parents and the information they received. Thus, the government can offer guarantee, awards and subsidy to promote male teachers; institutions of preschool teacher education and kindergartens management can create teaching platform and communication platforms, host teaching observation to promote the interaction between parents, male and female teachers. Due to the sample region restricted in Taipei, the researchers can increase the regions and choose Stratified random sampling. Besides, because other professional domains in male kindergarten teachers and the view of male teachers in female teachers are not the content in the research, they can be added in the framework in the future. The future researcher can adopt qualitative research method and increase open questionnaires for parents, and collect dynamic data. Finally, the management in kindergartens, female teachers and male teachers can be added to the object of study.

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。

本研究之目的旨在探討幼兒就學準備度的相關因素，從幼兒園組織特徵、家庭社經地位、家長參與程度與幼兒園品質等方面來進行幼兒就學準備度之比較。依台北縣都會區與宜蘭縣鄉鎮區小學校數比例隨機抽樣，第一階段先請小一家長填答「幼兒就學準備度相關因素之研究問卷」，取得有效樣本565份後再追溯其過去就讀的幼兒園，請園所長填答「幼兒園品質問卷」，園所有效樣本為89份。資料處理與分析，以SPSS統計軟體進行描述性統計、Pearson相關、獨立樣本t檢定、單因子變異數分析和多元階層迴歸分析。幼兒就學準備度的替代指標包括教師評定的成績等第與家長評定之學習能力、情緒與社會、健康與身體、語文能力、數學能力五領域。研究結論如下：一、公私立幼兒園幼兒就學準備度有顯著差異；二、城鄉的幼兒就學準備度有顯著差異；三、家庭社經地位與幼兒就學準備度有正相關；四、家長參與和幼兒就學準備度有正相關；五、幼兒園品質與幼兒就學準備度有正相關；六、幼兒時期家長參與對幼兒就學準備度具顯著預測力。 　　此外，在其他研究發現方面包括了：一、都會區幼兒就讀私立園所者居多，鄉鎮區則是就讀公立者居多；二、半數以上的幼兒有參與才藝，參與的才藝類型以英文居多；三、公私立幼兒園幼兒的家庭社經地位有顯著差異；四、教師評定幼兒就學準備度現況以「優等」最多；家長評定之現況則接近良好；五、教師評定與家長評定的幼兒就學準備度之間有中度正相關；六、幼兒時期與小學時期家長參與現況均接近良好；七、幼兒時期與小學時期的家長參與程度有高度正相關；八、小學時期的家長參與和幼兒就學準備度有顯著正相關；九、公私立幼兒園的家長參與有顯著差異，從幼兒時期到小學時期皆是就讀私立幼兒園者的家長參與程度較高；十、幼兒園品質現況接近良好；十一、公私立幼兒園品質無顯著差異；都會區的幼兒園品質較佳。 　　本研究最後根據研究結果提出建議，供教育工作者、幼兒父母及未來欲從事相同主題之研究者參考。

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”.

台灣早期的幼教發展，於政府長時期疏於管理下，導致現今幼教界存在諸多糾結複雜的問題，這些客觀外在環境條件所產生的問題，直接衝擊幼教核心之一「教師」角色的生存空間。在高師資流動性特質之幼教場域中，那些資深專業工作者如何能夠在所處的社會情境脈動中，長時期持續朝向自我選擇之幼教職業道路推進，為本研究的核心關注。透過一位資深幼教工作經歷的園長之生命視窗—她的工作經驗世界，理解幼師職業生涯運轉歷程的樣貌；並從主體生命故事敘說之縱向歷史回顧中，理解其中透露的重要社會結構變遷訊息。 本研究採取質性研究方法中的傳記研究取向，以德國社會學者Fritz Schütze所發展之「敘述訪談法」(narrative interview)進行資料採集工作，訪談一位具有二十九年幼教工作經歷的幼兒園園長。訪談結果整理為敘述文本後，並參照Fritz Schütze所提出的理論建構分析方案，對文本進行結構描述以及概念抽象化分析的整體形塑，以回應欲探究的問題。 經過資料分析過程，逐漸釋出本研究主體—杏芬園長「不成長就會被淘汰」的生命信念意涵，文本透露出自我完成性在主體生命開展歷程中，為一種突破環境限制與期望朝向更好的動力，促使主體一再超越現實環境的限制，萌生其積極性意義。「不進則退」生命觀於時間流動中架構出主體的生活經驗世界，形成生命能量內塑與外推之上揚動力，於接受工作挑戰與追求成長歷程中蛻變。於是可以看出，環境或自我本身的未確定性，雖然帶來了限制，卻也充滿無限可能性。最後，研究者就文本解析之內容，提出「公私幼消長生態下幼師的生存處境」議題進行探討；並且參照Csikszentmihalyi創造力系統論觀點，建立一個類似的系統原型，從個人、學門及領域三個面向，闡釋研究主體長期安身立命於幼教職業工作中的可能因素。 / “Either growing or eliminating”— A description analysis of a kindergarten teacher’s life revolving Due to the lack of management by the government in Taiwan in early years, there are many problems that exist in the field of early childhood education. Those impact the survival of the key personnel, the teachers, in this field directly. In the social context of high turn over ratio of the teachers in this field, how senior teachers keep standing fast at the post and moving forward is the center concern of this research. By interviewing a senior teacher’s working experience, the researcher gets to know the different patterns of the career of a kindergarten teacher; further more, to comprehend the transition of the social structure from reviewing the history in which the story happened. This research adopts biographic study under the qualitative methodology, and collects the data with “narrative interview” developing by Fritz Schűtze, a Germany sociologist. After interviewing a kindergarten principal, Sin-feng, who has been working for twenty-nine years in the early childhood education field, researcher followed Schűtze’s theory construction and analysis to analyze and shape the structure description and abstract concepts. After the process of data analysis, “either growing or eliminating” shows up to be Principal Sin-feng’s belief. The text shows that in one’s life process, self-completion is a motivation that can break through constrains of environment and head to a better situation. Therefore, we can see that although the uncertainty of environment and oneself can be constrains, it can also bring the unlimited possibility. At the end, researcher raised the topic of “kindergarten teachers’ subsistence in the growth and decline of public and private kindergartens” for discussion. Researcher revised and constructed a similar system from the creativity systematic viewpoint raised by Csikszentmihalyi, to explain the possible reasons, from personal, subject, and field aspects, that make the research object stay in the same career for such a long time.

本研究目的在於瞭解幼兒就學準備度之內涵，並以實證方式進行幼兒學前教育經驗、幼兒園品質、家庭背景、家長參與的現況瞭解，以及與幼兒就學準備度之間的差異情形、相關情形、預測情形。依隨機抽樣方式，以問卷調查進行兩階段實施，第一階段，抽取632位文山及萬華區小ㄧ學童為研究對象，進行幼兒就學準備度的施測，可用率為75.5%，共477位學童；第二階段根據學童分布的141家公私立幼兒園(幼稚園或托兒所)，進行幼兒園品質調查，可用率為51.8%，共計73家幼兒園。本研究採用量化方法，以SPSS 14.0套裝軟體進行分析，包括獨立樣本t考驗、卡方分配、單因子變異數分析、Scheff’e事後比較、皮爾森基差相關、多元逐步回歸等方式做資料的處理。 研究結果顯示：1、幼兒園屬性及類型對就學準備度有顯著差異，就讀私立幼兒園者其就學準備度高於就讀公立幼兒園者；就讀不同幼兒園類型的孩子其就學準備度有顯著差異。2、幼兒就讀幼兒園年數與學準備度呈現正相關。3、幼兒園品質與就學準備度的無顯著相關。4、家庭背景中的「每月收入」、「父母教育程度」、「父母職業類型」、「父母社經地位」皆與幼兒就學準備度有顯著差異。5、幼兒園與小學時期家長參與呈正相關，兩時期的家長參與與就學準備度也呈現正相關。6、「家庭每月收入」、「幼兒園時期家長參與」、「就讀幼兒園年數」對就學準備度達顯著預測性。 另外其他研究發現部分：1、幼兒園及小學時期家長參與度中偏高。2、幼兒就讀幼兒園類型與家庭環境及區域分佈有關，且家庭背景會影響幼兒園類型選擇。3、幼兒進入小學後就學準備度「學業成績」方面表現不錯，「生活適應」方面表現中等。4、家長參與和家庭背景因素呈現正相關，父母教育程度、職業、社經地位、家庭每月收入月高的家庭，家長的參與程度會越高。5、各類型的幼兒園其幼兒園品質有顯著差異。 本研究並根據研究結果提出建議，以提供家長、學校、政府機關以及未來研究者之參考。 / The main purpose of this study is to understand the concept of school readiness, and examine the experience of early childhood education, the educational quality in ECE (early childhood education), the background of family, parents participate, and the relationships of these items. This study adopts literature analysis and questionnaire investigation to achieve the goal. This study are 2 steps, the first step, 632 first grade elementary school students in Wenshan district and Wanhua district of Taipei City, and 477 samples were received, making the return rate of 75.5%. The second step, basing on 141 early childhood education centers the children attended in last year, and 73 samples were received, making the return rate of 51.8%. The sample results were analyzed by means, standard deviations, t-test, one-way ANOVA, Person’s product-moment correlation and stepwise multiple regression analysis. Depending on the result, the conclusions are as fallows: 1. The children study in private center is better than in public. And the school readiness of children in different types childcare centers has obvious different. 2. The correlation analysis found that there is moderate positive relationship between “How long are children in childcare centers” and “early childhood school readiness”. 3. The correlation analysis found that there is no moderate relationship between “the educational quality in ECE” and “early childhood school readiness”. 4. There were significantly different perceptions towards school readiness to different background family. 5. The correlation analysis found that there is moderate positive relationship between parents participate in early childhood time and elementary school time. “The parents participate in two step” and early childhood school readiness” also show positive relationship. 6. The income of the family per month, the participation of parents in early childhood time and how long children in childcare centers are were appropriate indicators in predicting early childhood school readiness. Otherwise, there are other researches results are discovered as follows: 1. The participation of parents in early childhood time and elementary school time are obviously high. 2. Family backgrounds can affect the choice of the type of the early childhood centers, and the type of the early childhood centers are concerned with family backgrounds and which areas they are in. 3. After children enter the elementary school, their school readiness in” study achievements “are good, and in “live hood adaption” show average. 4. There were moderate positive relationship between “the participation of parents” and “the factors of family backgrounds”, the higher level of education of their parents, their occupations, their position of social and economics and the income per month, the participation of parents show higher. 5. There were significantly different perceptions between types of early childhood centers and their qualities. According to previous conclusions, the researcher proposes some suggestions for parents, school, administration and researchers in the future.

本研究旨在以回溯方式瞭解兒童過去的幼兒園經驗、家庭背景因素與兒童教育成就及其幼兒就學準備度之相關情形，並更進一步探討就學準備度對於目前學童在教育成就表現上的影響 本研究以問卷調查法進行研究，問卷調查樣本以立意取樣的方式選取臺北市文山區、萬華區與信義區之公立小學三年級兒童為研究對象，共387位，樣本回收162份，回收率為42%，可用樣本為133份，可用率為34%。研究工具主要分為三大部分，第一部分為瞭解兒童教育成就現況，分別使用兒童小三上學業成績與生活適應能力表現（自評問卷）做為替代指標；第二部份則以家長問卷的方式瞭解兒童個人與家庭背景現況；第三部份為蒐集兒童過去幼兒就學準備度的表現，使用兒童在小一上學期五個學習領域之成績做為替代指標。本研究所使用的統計方法包含描述性統計分析、交叉表（Crosstabs）與卡方檢定（Chi-square test）、皮爾森積差相關(Pearson’s product -moment correlation)、斯皮爾曼等級相關（Spearman's rank correlation）、t考驗（t- test）與多元階層迴歸分析(Multiple hierarchical regression analysis)方法進行分析。 根據分析結果歸納之結論如下： 一、過去就讀公私立幼兒園的兒童在教育成就表現上無顯著差異；二、就讀幼兒園年數與兒童教育成就無顯著相關；三、家庭社經地位與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；四、小學時期家長參與與兒童教育無顯著相關情形，幼兒時期家長參與與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；五、兒童教育成就與幼兒就學準備度有顯著正相關；六、「母親教育程度」、「幼兒就學準備度」與「生活適應能力」對兒童學業成績有顯著預測力，「學業成績」對兒童生活適應能力有顯著預測力；七、過去就讀公、私立幼兒園的兒童在幼兒就學準備度上無顯著差異；八、就讀幼兒園年數與幼兒就學準備度無顯著相關；九、家庭每月總收入與幼兒就學準備度有顯著正相關；十、幼兒時期家長參與與幼兒就學準備度有顯著正相關。 最後，本研究根據分析結果，俾供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purpose of this study is to investigate children’s experience in kindergarten, their family’s background, educational achievements and school readiness by ex-post-factor research. This study tries to explore the relationship between children’s educational achievements and school readiness. By questionnaires investigation, researcher collects data from the third grade students in Wenshan, Wanhua, and Xinyi district in Taipei City. Out of 387 questionnaires handed out, 162 were returned, of which 29 were invalid or partially answered, resulting in a total of 133 effective surveys. There are three questionnaires in this study, including children’s educational achievements, parents’ socioeconomic background, and school readiness. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and multiple hierarchical regression analysis. Based on the statistics analysis of the questionnaire, the results of this study are as follow: A. There is no significant difference towards children’s educational achievements between public and private kindergarten. B. There is no significant correlation between children’s school year in kindergarten and children’s educational achievements. C. There is a significant and positive correlation between parent’s socioeconomic status and children’s academic achievement. D. There is a significant and positive correlation between parents’ participation in early childhood and children’s academic achievement. E. There is a significant and positive correlation between children’s educational achievements and school readiness. F. Mother’s education level, school readiness, and the ability of life adaptation are appropriate indicators in predicting children’s academic achievement. G. Children’s academic achievement is an appropriate indicator in predicting children’s ability of life adaptation. H. There is no significant difference towards school readiness between public and private kindergarten. I. There is no significant correlation between children’s school year in kindergarten and school readiness. J. There is a significant and positive correlation between family’s income and school readiness. K. There is a significant and positive correlation between parents’ participation in early childhood and school readiness.