幼兒園教師運用圖畫書的教學信念與教學行為之研究

Research on Preschool Teachers’ Teaching Beliefs and Behavior of Picture Book Application

本研究旨在探討不同背景幼兒園教師教學信念與教學行為的差異 情形，希冀找出幼兒園教師運用圖畫書的教學信念與實際教學行為的 相關性，進而分析教學信念對教學行為是否具有其預測力。以自編之「幼兒園教師運用圖畫書教學信念與教學行為調查問卷」 作為本研究資料蒐集的研究工具，台南市公私立幼兒園共648位幼兒 教師為研究對象，進行問卷調查。根據問卷所得資料以描述性統計、 獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸分 析等方式進行資料分析。 本研究結果發現，幼兒園教師在教學信念之「教學計畫」層面， 及教學行為各層面中，年長教師優於年輕教師；幼兒園教師其教學信 念與教學行為在「教學計畫」、「教學方法」、「教學互動」各層面表現 均是資深教師優於年資較淺教師；而在運用圖畫書的教學行為方面， 原台南市教師優於原台南縣教師。幼兒園教師運用圖畫書教學信念與 教學行為呈現正相關，兩者之間有正向預測力。

The goal of this study is to ascertain the current beliefs of preschool teachers regarding picture book instruction. The background factors of the preschool teachers were tested to show the differences between their beliefs regarding picture book instruction and their actual teaching behaviors. A self-completed Likert-scale questionnaire was used as the research tool， and 648 valid copies were received from public and private preschool teachers in Tainan. Descriptive statistics， independent sample t-tests， one-way ANOVA， Pearson correlation and multiple regression analysis were used for the data analysis. The results of this study are as follows: Older teachers have more positive beliefs with regard to using picture books as instruction materials， and also know how to use picture books better than younger ones in language， math and art classes. More experienced teachers have more positive beliefs with regard to using picture books as instruction materials， and teachers know how to use picture books better than less experienced ones in language， math， and art classes. As for teaching behaviors， urban teachers have more opportunities to go to large bookstores and attend picture book workshops and conferences， and thus know more about using picture books than rural teachers. In summary， the results show that preschool teachers’ beliefs about picture book instruction are predictive of their actual teaching behaviors.