廖鳳瑞廖秀紋2019-08-282011-8-282019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696060228%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87053本研究指在瞭解幼兒的幼兒園生活經驗，及幼兒個人因素與幼兒園因素與幼兒的幼兒園生活經驗之關係。研究對象為台北縣十所幼兒園之大班幼兒，共56位。 本研究以進入幼兒園現場觀察為主要蒐集資料的方式，經過二個半月共412個小時觀察與23次的教師訪談，資料整理後將幼兒的學校生活經驗分為「學習層面」、「自由活動層面」、「例行事物與個人照顧」、「銜接時間」。並利用SPSS 17.0進行資料處理與分析，以描述性統計、獨立樣本t考驗探討幼兒從事各層面活動的情形，以及不同幼兒性別、園所地區、園所性質、教學型態的幼兒在幼兒園中從事各項活動時間上的差異性。研究結果如下： 一、研究對象在幼兒園中花最多時間在「例行事務與個人照顧層面」上，而後依序是「學習層面」、「自由活動層面」、「銜接時間」，並可見「學習層面」及「自由活動層面」的活動時間是相互擠壓的。 二、「學習層面」中以國語課程的教授最為普遍，時間也最長，並以團體教學方式較多；「自由活動層面」以遊戲的活動時間較長，而遊戲類別中以旁觀遊戲時間最長；「例行事務與個人照顧層面」以休息及飲食的時間為主，但由於教師的管理方式而使時間的長短有所差異；「銜接時間」幼兒多為等待的時間，幼兒個人特質會造成銜接時間「質」上的差異。 三、不同性別之研究對象在幼兒園生活經驗中各層面的活動項目及時間上差異不大；但不同園所地區、園所性質及教學型態的研究對象，在幼兒園生活經驗上呈現出較大的差異。 四、研究對象在各活動層面的共同參與者不同，從事「學習層面」、「例行事物與個人照顧」及「銜接時間」活動，幼兒的共同參與者以「教師+同學」為最多；而在「自由活動層面」上，幼兒較常「獨自」進行活動，或與「同學」共同進行。 最後，依據主要研究發現歸納結論，並提出對幼兒園、教師及未來相關研究之建議。The purpose of this study was to understand children’s life experience in kindergarten, and the relationship among children’s personal factor, school factor, as well as children’s life experience in school. Research targets were 56 children from ten kindergartens in Taipei County. Observation was the main research method of the present study to collect data. Interview was another applied tool. The data included 412 hours of observation and 23 timesof interviews with teachers. This research indicated that there were four aspects of children’s kindergarten life such as “learning”, “free time”, “daily routine and personal care”, as well as “transition time”. In addition, with the application of software of SPSS17.0 for Windows, data were also analyzed statistically by description statistic and t- text in order to explore children’s situations when they were in different aspects, and to examine the difference between children’s sex, school’s location, type, and teaching models. The major results were summarized as follows: 1. Children spent most of their time in “daily routine and personal care”, which was followed by “learning”, “free time”, and “transition time”. In addition, the time of “learning” and “free time” were inter-extruded. 2. In “learning” aspect, language teaching was the most common activity, which lasted longest time and usually been taught in group-teaching. In “free time” aspect, play was the longer activity, in which”to observe from the sideline” took most of the time. In “daily routine and personal care” aspect, rest and food time were the main activities, but the length of time-using was differ by teachers’ diverse methods of classroom management. In “transition time” aspect, waiting took most of the time and children’s personal characteristics made the meanings of “transition time” different. 3. There were no significant differences between two sexes in different activities and time-using in each aspect. However, significant difference was found between kindergarten’s location, their type ,and teaching models. 4. The co-partners in different aspects were different. Teachers and peers were the most co-partners in “learning”, “daily routine and personal care”, and “transition time” aspects. Furthermore, in “free time” aspect, children usually do things by themselves or with peers. Finally, based on the findings, the author proposed some suggestions for kindergartens, teachers, and the future researchers.幼兒幼兒園生活經驗childrenkindergartenlife experience