| 摘要: | 本研究旨在探討公立幼兒園教保服務人員協同教學所面臨的困境和因應策略之研究，採問卷調查的方式，以中南部地區公立學校附設幼兒園共173 間園所之700位教保服務人員為研究對象，並以自編「幼兒園教保服務人員協同教學問卷」進行調查，得有效樣本549 份。探討的內容有協同教學現況、協同教學實施情形內含實施困境、因應策略，以描述性統計、單因子變異數分析、t 檢定、薛費爾法事後比較等統計方法進行分析。本研究獲得以下結論:一、 協同教學現況幼兒園協同教學現況較多採主從式教學類型之方式，且以不更換協同教學夥伴方式最多，教學夥伴選擇方式以「沒得選擇」的方式最多，而教學夥伴對象則以教師最多。二、 協同教學實施情形(一)不同背景變項中，「年齡、服務年資、學歷、職稱、合作經驗、協同教學夥伴選擇的方式、協同教學夥伴對象、是否有兼園長或主任職務，園所規模」，在對實施協同教學所面臨的困境和因應策略沒有顯著差異。但園所規模在協同教學所面臨困境「教學理念與共識」層面有顯著差異。(二)幼兒園實施協同教學所面臨的困境方面，整體上協同教學為中高程度的品質，顯示所面臨困境屬中低程度的困境。各層面中「互動與溝通」層面最高，「教學理念與共識」層面最低，顯示此層面發生的困境較多。(三)不同教學類型之幼兒園教保服務人員在協同教學所面臨的困境和因應策上有顯著差異。研究結果顯示，搭配式教學所面臨的困境少於於主從式和輪流式，而因應策略也較主從事和輪流式較佳。 本研究最後根據研究結果提出建議，提供為公立幼兒園教保服務人員協同教學困擾之參考。
The purpose of the study was to investigate preschool teachers’ difficulties and coping strategies for cooperative teaching in affiliated kindergarten of public elementary schools. Self-developed questionnair, Cooperative Teaching of Preschool Teacher in Kindergarten Questionnaire, was used to collect data. Five hundred fourty-nine valid participantes were from 173 public kindergartens. Cooperative teaching status, difficulties, and coping strategies were anaylized by descriptive statistics, one-way ANOVA, t-test, and posteriori comparisons of Scheffe method. The major findings are the following:1. Current situation of cooperative teaching in kindergarten mostly adopts master-follower teaching method and fixed teaching partners.2. Backgrounds such as age, seniority, education background, professional title, cooperative experience, how to choose cooperative teaching partner, cooperative teaching partner, cooperative teaching partner object, whether has part-time position such as kindergarten leader or director, and kindergarten size, have no statistically significant differences in the difficulties and coping strategic of cooperative teaching implementation. But the difficulties facing the scale have significant difference in “teaching philosophy and common sense.3. Overall cooperative teaching is of middle-high quality, and the difficulties show with low level of difficulty. Among all levels, “interaction and communication” is at the highest level, “teaching philosophy and common sense” is at the lowest level and shows more difficulties.4. There is statistically significant differences in difficulties and coping strategic facing cooperative teaching of teaching staffs in different types of kindergartens. The results show that collocative-teaching has fewer difficulties than master-slave teaching and take-turn teaching; yet, collocative-teaching has better coping strategies than master-slave teaching and take-turn teaching. |
