Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86657
Title: 台北縣市幼小教師與大班家長對幼小銜接之看法與作法
The Kindergarten Teachers, First-grade Teachers and Kindergarten Parents’ Viewpoints and Practices about the Transition between Kindergarten and First-grade in Taipei
Authors: 廖鳳瑞
陳怡君
Yi-Chun Chen
Keywords: 幼小銜接
小學一年級
經驗連續性
生態系統理論
transition
first-grade school
the perspective of continuity
the ecological system theory
Issue Date: 2005
Abstract: 本研究主要探討幼小銜接相關人員對幼小銜接之看法與作法,以半結構式訪談法進行,研究對象包括台北縣市8位幼稚園大班老師、8位幼稚園大班家長與6位小學一年級老師。研究結果如下: 一、 最受幼小銜接相關人員關注的銜接議題為「注音符號學習」與「生活適應」。 二、 大班老師、小一老師與大班家長單方面進行的幼小銜接策略方面: (一) 大班老師與大班家長對於大班幼兒在銜接過程中對於上小學與銜接活動的知覺與感受瞭解較小一老師來的多。 (二) 幼小老師與大班家長皆各自在自己所屬的場所內進行「由上而下」或「由下而上」的銜接工作。 三、 大班老師、小一老師與大班家長合作進行的銜接策略方面: (一) 經常透過大班幼兒為媒介來瞭解學校與家庭的銜接活動情形 (二) 跨場所關係人間雙向互動的部分,較少被使用;特別是「跨階段」的大班家長與小一老師間的交流,機會更少。 四、 大班老師、小一老師與大班家長彼此交流的方式方面: (一) 幼小教師多透過直接溝通的方式與家長作銜接相關議題的討論。 (二) 幼小教師與大班家長在「跨階段」間的交流互動部分則不如「跨場所」間的交流來的直接。 五、 大班老師、小一老師與大班家長對彼此銜接相關事宜的瞭解:受訪者對於其他關係人的看法與作法有瞭解,但這樣的瞭解並不完全與該關係人之實際看法與作法相同。根據訪談資料顯示可能原因是缺少交流的機會,或多透過間接的方式取得相關資訊。 六、 大班老師、小一老師與大班家長對彼此與所進行活動的觀感方面: (一) 大班家長對於小一老師注音符號教學方面的感受最為負向,顯出大班家長對小一老師的注音教學的質疑與不信任。 (二) 幼小老師對於大班家長所進行的活動,有超過50%者表示感到陌生、無感受或負向感受,此現象無助於幼小銜接工作的進行。 (三) 大班老師與大班家長質疑教育單位對公私立幼稚園教導注音符號的態度不一。 七、 大班老師、小一老師與大班家長對權力平衡狀況的看法:幼小階段教師對於彼此權力關係的認定與實際作法有差異,小一老師認為彼此間屬「合作關係」,但大班老師的看法則傾向「主客關係」。 八、 影響銜接活動選擇與進行之因素:幼小銜接人員在選擇銜接策略時,可能受到不同外在環境、價值觀、社會趨勢以及個人之教育觀點所影響。 最後,本研究運用生態系統理論與經驗連續觀這兩個概念來剖析研究結果,更清楚瞭解到目前不同場所間進行銜接工作的人、事、物的運作狀況與如何相互影響,並依此提出建議以作為日後國內相關人員與機構推動銜接工作之參考。
The main purpose of this study was to explore the stakeholders’ viewpoints and practices about the transition between kindergarten and first-grade school. Using the semi-structure interview method to collect the data from 8 kindergarten teachers of 6-year-old children, 8 mothers of 6-year-old children, and 6 first-grade teachers of the elementary school in Taipei. Findings as follows: First, two of the most popular transition issues stakeholders concerned are “the Chinese phonetic alphabet study ” and “the life adaptation ”. Second, stakeholders usually did the strategies about the transition unilaterally at their own places. Third, stakeholders always got some information about other stakeholders by children, and “cross–stage“ communication was seldom used between the parents and first-grade teachers. Forth, stakeholders had some understandings about others, but these were not all the same with other people’s view. According to the data, the possible reasons were the lack of interaction or the indirect linkage among stakeholders. Fifth, in the findings of impression to the first-grade teachers, the kindergarten parents obviously had negative impressions on the first-grade teachers’ Chinese phonetic alphabet teaching. It demonstrated that the kindergarten parents didn’t trust to the first-grade teachers, and this kind of relation is not good for the transition practices. Sixth, the kindergarten teachers and first-grade teachers had different viewpoints about the balance of power in the transition process. The first-grade teachers considered the relations between kindergarten and elementary school teachers in the transition process as the “cooperation relations,” but the kindergarten teachers regarded these as the “host- client relations.” Seventh, based on the interview data, the stakeholders were influenced by different environments, social trends, values and personnel educational views and then chose various strategies. Finally, these findings were discussed by the ecological system theory and the perspective of continuity, then let us truly understand what the stakeholders did and were affected by, what they understood about others, how they interacted with others, and what kinds of the impressions they had on others. Furthermore, according to the former discussions, researcher provided several recommendations for the future research and practices regarding the transition in the thesis.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069206011%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86657
Other Identifiers: G0069206011
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