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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/20770
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| 題名: | 家長對幼兒美語學習態度探討－以高雄為例 |
| 其他題名: | Parents' Attitudes Towards English Learning for Their Kindergarten Children |
| 作者: | 蔡錚樺
Tsai, Cheng-Hua |
| 貢獻者: | 教育社會學研究所
吳慧敏
Hui-Min Wu |
| 關鍵詞: | 學齡前;家長態度;英語學習
Pre-school education;Parents' attitudes;English Learning |
| 日期: | 2001 |
| 上傳時間: | 2015-05-13 12:04:44 (UTC+8) |
| 摘要: | 最近幼兒園紛紛加入雙語教學的訴求，到底是什麼原因讓幼兒園在課程上有如此的改變呢?本研究先以電話，調查高雄市立案幼稚園對美語課程的看法，根據初步的研究發現，私立的幼兒園新增美語課程的原因，大部份是因為家長的需求(89.3%)、園所的辦學經營理念(69.56%)和潮流趨勢(61.96%)。由於家長需求的原因，延伸本研究的進一步發展。此外，本研究的目的，(1)瞭解家長背景對家長美語學習態度的影響；(2)幼兒學習美語的興趣與動機。 首先，以自編的問卷，針對高雄市立案幼稚園共11家，進行「家長對幼兒美語學習的態度」調查，發出問卷1267份，回收有效問卷共609份。 研究結果顯示，影響家長對幼兒美語學習態度的主要因素有家庭收入、母親教育年數和家長日常使用美語的狀況，換言之，家庭收入越高、母親教育年數越長和家長日常使用美語的情形越頻繁，則對幼兒美語學習態度越同意。 其次，家長在美語師資的選擇方面，大部份家長心目中的幼兒美語教師型態為中外籍教師輪流上課。對教師的期望以容易和孩子溝通及有豐富的美語教學經驗為主要。 另外，家長對幼兒美語學習的滿意狀況方面，有55%的家長對幼兒美語學習狀況滿意﹔39.3%的家長不滿意。並且，當家人陪幼兒美語學習的時間越長，則家長的滿意度越高。 此外，有86.3%的家長會送幼兒在小學前學習美語，當家長認美語是重要的學習工具，並有助幼兒將來的學習及升學就業，越會選擇送幼兒在小學前學習美語。 最後，就幼兒的美語學習態度方面，大部份的幼兒認為上美語課是「好玩有趣」（86.4%）、「可以學到好多東西」（80.9%）、「老師會給我獎品和說我很棒」（69.2%）、「爸媽會很高興」（65.5%）。在幼兒長大學習美語的意願方面，幼兒普遍學習美語的意願是蠻高的，當家長本身對「負面文化價值觀」（能說美語比能說國語重要、講美語比講國語有水準、大家多在學美語不學就落伍）所同意的成分愈高，幼兒選擇長大繼續美語學習的意願愈低。
There is a general demand on English classes for kindergarten children. These days In this research, I try to analyze the causes for the change of curriculum for children in kindergarten. I conducted a telephone survey to all kindergartens registered in Kaohsiung city. Initially, I discovered that the primary reasons for kindergartens to add English into curriculum were the request of parents (89.3%), school philosophy (69.5%) and following a current trend (61.96%). To have a better understanding of the underlying parental demands, a second survey study was conducted. The goal of this research is to discover (1) how parents’ backgrounds influence their attitudes towards English learning for their children in kindergarten, and (2) what are the motivations and interests of children learning English. Given the objectives of this research, I distributed a self-formulated questionnaire to eleven kindergartens registered in Kaohsiung city to survey “Parents’ attitudes toward English learning for children in kindergarten”. Of the 1267 questionnaires sent out, 609 were deemed “valid” upon return. From the questionnaire results, we can learn the leading reasons that influence parents’ attitudes toward English learning for children in kindergarten are (1) family income, (2) the mother’s education level, and (3) the frequency of parents’ English use. That is, the parents’ attitude towards English learning for children in kindergarten is positively related to their family’s income , the higher the mother’s education level is, and the parents’ frequency of English use. Regarding parents’ choice of English teachers, most parents would like, a combination of both a Chinese teacher and a foreign teacher. A teacher who can easily communicates with children and one with rich teaching experience is preferable. For parents’ satisfaction in children’s English learning, fifty-five percent were satisfied; thirty-nine percent were not satisfied. In addition, my result also shows that the longer parents spend time with their children about English learning, the more they would feel satisfied. Furthermore, about eighty-six percent of parents would send their children to learn English before elementary school. From this, we learn the different options for children’s learning English is due to a difference in parents’ that the decision on whether to send children to an English program is influenced by parents' “self value on learning”, “value of learning language for children” and “the practical value of English job market”. Moreover, parents are willing to send their kids to learn English, the more they agree on the aforementioned values. Finally, concerning children’s attitude toward learning English, most children feel that English class is: “fun and interesting” (86.4), “can learn many things” (80.9%), “can receive awards and praises from teachers” (69.2%) and “can please parents” (65.5%). Moreover， the results show most kids are willing to learn English when they grow up. However, when parents agree more on “value of negative culture” (for example: learning English is more important than learning Chinese; speaking English is considered more sophisticated than speaking Chinese; and everybody learns English, and if you don’t learn English you will fall behind others’) , children’s motivation to learning English in the future will be lower . |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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