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Title: 發展經濟弱勢幼兒執行功能課程之問題及成效
Other Titles: The Problem and Effect of Developing the Executive Function Curriculum for Economic Disadvantaged Children
Authors: 陳雅鈴
Ya-Ling Chen
Issue Date: Dec-2015
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 本研究之主要目的在發展國內經濟弱勢幼兒之執行功能(EF)課程,並評估其實施之問題及成效。EF 課程開發歷程中問題的資料收集主要透過定期討論、錄影及教學省思。課程成效評估的資料收集主要包括課程發展階段的觀察及實驗階段的EF 施測。課程問題及發展階段歷程的資料主要採質性分析;實驗階段的成效評估主要採統計方式進行分析。參與課程實驗的班級為一班級組成90%為經濟弱勢的班級。研究結果顯示:發展EF 課程中教師遇到的主要問題為:欠缺進行「學習夥伴」及「問題表徵-計劃-執行-評估」的基本技能,需花時間逐漸建立。另外,鷹架策略較易忽略能力較低落或內向幼兒的個別需求。成效評估的結果顯示:EF 課程進行中較易發現EF 能力較弱的幼兒,教師特別的EF 策略介入可提升幼兒EF 能力,EF 能力施測結果也顯示幼兒的EF能力有顯著進步。不過,因為研究採單組前後測設計的限制,無法排除幼兒自然成長對課程成效的影響。文末針對EF 課程的實施策略、年齡對EF 能力之影響、EF 能力評估方式及EF 概念爭議提出討論及建議。
The purposes of this research were to develop the executive function curriculum for economic disadvantaged children, and to evaluate the problem and Effects of the EF curriculum. Data collection methods of the problems with developing and implementing the EF curriculum included regular discussion, film recording, and teaching reflection. Data of the Effectiveness of the EF curriculum were collected through observation in developing curriculum stage, and through EF tests in experimenting stage. Data of the problem with implementing EF curriculum were analyzed qualitatively. Data of the Effectiveness of the curriculum were analyzed using statistic methods. The experimental class of students consists of 90% of the economically disadvantaged children. The research results show that: the main problems of developing the EF curriculum includes: the lack of basic skills in “learning partnership” and “representing-planning-implementing-evaluating”, which needs time to establish these skills. In addition, the scaffolding design often neglects the low-ability or inner children’s needs. The Effect evaluation shows that: when implementing the EF curriculum, teachers are more sensitive to children who have EF weakness. The intervention of teachers’ EF teaching can often promote children’s EF ability. Besides, the result of EF tests shows that children’s EF ability has significant progress. However, the Effect of EF curriculum cannot exclude the influence of children’s maturation because of the one-group pretest-posttest design. In the final part, researcher provides discussion and suggestion in the aspects of “EF implementing strategy”, “age effect on EF ability”, “evaluating methods of EF ability” and “controversial issue of EF concept”.
Other Identifiers: 3A6ADABF-E67C-19E7-4B1C-0BF66C912F97
Appears in Collections:教育心理學報

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