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1
LO, FENG-CHEN, and 羅鳳珍. "A Study of Temporary Curriculum Guidelines of Preschool Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64526397667519588835.
Full textAbstract:
博士國立屏東大學
教育行政研究所
103
The Ministry of Education officially announced the Temporary Curriculum Guideline of Preschool Activities (TCGPA) in 2012 to promote continuous improvements after preschool assessments and the “Integrated Kindergarten-Nursery School Policy.” Since then the Ministry of Education has gradually promoted and implemented TCGPA for the development of early childhood education. This study investigates the process of practicing thematic activities in TCGPA in preschools, as well as its problems and solutions in practice, through data collection of interview, observation, and analysis on document. Findings show that the process of practicing TCGPA in preschools is formulating annual and semester plans as well as selecting material and plotting courses based on preschoolers’ life experience, adjusting thematic activities according to the development of preschooler’s capability, building learning environment with preschoolers, assessing preschoolers’ learning and teachers’ teaching. Problems of ambiguity occurred when teachers and caregivers practice TCGPA in preschools, including unclearly defined scope of the course, confusion over learning indicator use, inadequate sensibility toward activities in emotional areas, lack of concept for integration courses, pressure from parents, insufficient administrative support, and so on. TCGPA is clarified by teachers and caregivers through reflection, teaching conference, group discussion, or workshop for TCGPA. Throughout the process of practicing TCGPA, the solutions to the problems above are derived from reviewing thematic activities and formulating semester plans, adjusting the mode of activity guide, learning to carry out integrated courses in daily schedule, cross-reviewing teaching assessments and preschoolers’ learning assessments, and parents’ sharing capability of preschoolers. Finally, the researcher reflects on the research process and summarizes the research findings to put forth recommendations for government departments.
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Huang, Shu-Chen, and 黃淑珍. "A Study of Implementing the Language Areaof Preschool Curriculum Guidelines." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kjvseg.
Full textAbstract:
碩士正修科技大學
幼兒保育研究所
105
Since the Early Childhood Education and Care curriculum Framework Activities enacted in August 30th 2012, almost all preschools tried to follow this policy to design and execute their teaching activities. Emphasizing ‘young-child-based ’approach, the main educational purposes and the 6 educational areas (contents) of this new curriculum were totally different from the old ‘teacher-based’ curriculum standard for public/private kindergartens and nursery centers. The preschools teachers hence were facing big challenges to prepare and execute teaching activities. This study adopted action research, and a 4-5 year-old children class in a private preschool that the picture-books expending topic-teaching was her main teaching characteristic was taken as the research subject. This study took a semester and 2 topic-teaching activities to discuss the language area of the new curriculum, and the main research purposes were: 1.to discuss the developing process of the language area of this new curriculum within the topic-teaching activities. 2. to discuss the problems and the solving strategies the researcher met while including the language area of the new curriculum into the topic-teaching activities. The research data was collected by sound/video recording, interview, teaching reflection, teaching dairy, children’s work, topic-teaching activity documentary etc. Results: 1.according to the language area of the new curriculum, the topic-teaching activities were completed by 3-steps: (1) preparing step - teachers joined related conferences and work shops to recognize the new curriculum, (2) executing step - according to young children interests and language developing levels, chose relevant learning indexes and used picture-books to expand the teaching activities, (3)complete step - transited curriculum design mode from class mode to whole preschool mode and invited parents participating. 2.problem and solutions: (1)held teachers’studying meeting and peer teachers meeting to understand thoroughly the learning indexes, (2) asked peer teachers to cooperate and support teaching while being busy at administrative and whole preschool activities. 3. teachers professional improvement: (1) be able to inset learning indexes of the new curriculum to the picture-book leading topic-teaching activities, (2) understood the design and record of the child-based activities,(3) topic-teaching activities could include all 6 areas of the new curriculum,(4) language learning not limited in the language corner. 4.children literacy development: (1) improved obviously the understanding and expressive abilities, (2)increased the words observing ability,(3)promoted the reading interest and ability,(4) created songs which were inspired from picture-books. Related suggestions were addressed according to the above results. Key words: topic-teaching activity, Early Childhood Education And Care Curriculum Framework, , preschool
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Chen, Mei-Chuan, and 陳美娟. "The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78980063871018602198.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
102
The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool Mei-Chuan Chen Abstract This study is to research the development process of temporary curriculum guidelines （hereinafter referred to as the new curriculum guidelines）of preschool activities regarding language and literature area, problems and coping strategies of implementing, then analyze teachers and children’s growth after implementing the new curriculum guidelines. This study adopts qualitative research method. The subjects are 3-4 years old mixed-age young children class in a public preschool. The way of gathering data includes audio/video recording, interview information, teaching pattern review, observation, notes and children’s works. Conclusions of this research are as below: 1. The implementing process of the new curriculum guidelines regarding language and literature area in preschool includes: (1) Preparation stage: participate the course of new curriculum guidelines, insufficient administration support, difficult to explain learning indicators. (2) Starting stage: integrate learning indicators with routine activities, diversified learning activities and Children’s Day activities. (3) Explore stage: review learning indicators and adjust content of curriculum, include whole kindergarten activities in the curriculum. (4) Transformation stage: modify curriculum, let young children and parents organize learning contents. 2. Problems and coping strategies of implementing new curriculum guidelines regarding language and literature area: (1) Insufficient administration support and could not involve whole kindergarten activities – looking for assistant and configure curriculum in advance. (2) When difficult to explain learning indicators, participate studying course, discuss with professor and other teachers. (3) Configure learning zones for matching learning indicators of different age children, to solve learning indicators coping problem of mixed-age class. 3. Teacher’s professional growth after implement new curriculum guidelines regarding language and literature area: (1) change view of curriculum (2) pay attention to young children’s interests. (3) practice curriculum with integrated way. (4) comprehensively consider young children’s learning. (5) professional interaction with coordinated teachers (6) well utilize resources of parents to make curriculum more diversified. 4. Children’s growth after implementing new curriculum guidelines regarding language and literature area: (1) promote the ability of language communication (2) promote the ability of problem solving (3) more sensitive ability of observation (4) like to read (5) promote ability of social communication. Base on conclusions of this research, provide related suggestions to preschool educators, kindergartens, authorities of education and future researchers. Keywords: temporary curriculum guidelines of preschool activities, integrated curriculum, preschool
4
王美娟. "Progress of Teachers’ Professional Growth After Implementation of Preschool Curriculum Guidelines-An Example of Preschool in Kaohsiung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ws4kkj.
Full textAbstract:
碩士高苑科技大學
經營管理研究所
104
This study is a case study that mainly adopts qualitative research method and the purpose is to explore progress of teachers’ professional growth and difficulties encountered after implementation of preschool curriculum guidelines in a preschool. Through inductive analysis of depth interviews, the obtained results are as follows: 1. Methods for advancing teachers’ professional growth: Schools apply for counseling of curriculum guidelines, self-learning mechanism; arrange systematic training activities, cooperative learning and implement strategic alliances of inter-institution. 2. Connotations transformation of teachers’ professional growth: There are changes in teaching competence, classroom management, counseling skills, professional attitude, interpersonal communication and research development etc. and among that the most significant transformation is teaching competence. 3. Encountered difficulties and coping strategies: During the process of implementing preschool curriculum guidelines, the encountered difficulties mainly are the problems that it is hard to cast aside inherent teaching mode, it spends much time to write curriculum guidelines, misused of learning indicators of curriculum guidelines, misunderstanding of curriculum guidelines from parents and difficulties and frustrations about implementation of curriculum guidelines, etc. For these problems, teachers must adjust themselves to accept new knowledge, practice more on writing curriculum guidelines, observe children’s prerequisite capacities and then set learning indicators, strengthen communication between parents and teachers and do counseling for fitness at first and then enter counseling for curriculum guidelines. 4. Implementation strategies of preschool to implement “preschool curriculum guidelines”: To apply program of counseling for curriculum guidelines, establish learning community, set up curriculum leader, set a long-term plan, teachers must receive new curriculum guidelines, participate in relevant workshops and continuously to learn and implement. Keywords: Preschool curriculum guidelines, preschool teacher, teachers’ professional growth
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CHOU, CHIA-CHUN, and 周佳君. "A Study on the Related Goals of Preschool Life-Education Curriculum-Take the Preschool Curriculum Guidelines of Physical Movement andHealth,Social and Emotional Areas as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xma649.
Full textAbstract:
碩士國立臺北教育大學
生命教育教學碩士學位班
107
Abstract The purpose of this research is to explore “Curriculum Guidelines forPreschool Activities” (hereinafter called Preschool Curriculum Guidelines,enacted on August 1, 2017 by the Ministry of Education) and makes therelevant 、appropriate study of the preschool life-education curriculum. From the three major areas, health and behaviors of PreschoolCurriculum Guidelines、social 、and emotional areas, the researcher pickedout the suitable 、relevant curriculum objectives of preschool life-education, and furtherly, drew up the draft questionnaire of Delphi technique. The research method adopted in this study is Delphi TechniqueMethod, a 13 Delphi technique experts group was invited, and then completing three times the Delphi questionnaire survey. Furthermore, in order to be viewed as a suitable, relevant curriculum objective, two of three survey results achieve the middle-levelappropriateness and middle-level consensus. Three of the eight items of the curriculum objectives in physical movement and health areas of Preschool Curriculum Guidelines、fifteen of the fifteen items of the curriculum objectives in social area、seven of theseven items in emotional area, are selected as the relevan curriculum objectives. Finally, researchers based on the final results, to provide suggestions forthe preschool educators with a reference to design the preschool lifeeducation curriculum in the future.
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Teng, Peiwei, and 鄧珮偉. "A Study on the Teaching Practice of the Curriculum Guidelines for a Mixed-Age Preschool Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14423871687064542738.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
103
The main purpose of this qualitative study was to examine how two teachers of a mixed-age class at a public preschool incorporated the Curriculum Guidelines into the theme-based curriculum, as well as the teaching strategies employed, any challenges faced, and adaptive strategies adopted by the teachers during implementation of the Guidelines. The researcher served as an on-site teacher for a mixed-age class at the target preschool for this study. The research tools used to collect data included participant observation, interviewing, and documentation. The duration of data collection was nine months. Triangulation, participant auditing, thick description, and researcher introspection were also utilized to further reinforce the truthfulness of the study. The findings were as follows: 1. Implementation of the curriculum guidelines within the mixed-age class can be classified into the following phases: curriculum planning, instructional execution, and learning and instructional assessment. (1) The curriculum planning phase of implementing the new curriculum included the two categories of instructional discussion and written plans. (2) The instructional execution phase of implementing the curriculum guidelines included classroom management, guidance of routine activities, and pedagogical practice of the theme-based curriculum. (3) The learning and instructional assessment phase of implementing the curriculum guidelines included qualitative descriptions of the children’s skill development as a way of assessing the children’s learning during the implementation transition period. 2. Challenges faced during implementation of the new curriculum included: the two teachers could not effectively cooperate, designing and arranging the charts and forms for the new curriculum required much time and effort, instructing students on the use of the assignment books took up too much time, the number of themes per semester was excessive, classrooms accumulated too many teaching materials, occurrence of unfulfilled group activities, a lack of class-wide experience activities, the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester lacked effectiveness, and a clash in ideas and concepts with the co-teacher in the class. 3. The adaptive strategies used by the two teachers of the mixed-age class in response to the challenges listed above can be summarized in four ways: underwent instructional discussions with other teachers to adjust the teaching methods, teaching strategies, and learning environment, as well as to strengthen the teaching beliefs of all teachers in the school; used “theme-based course design” software to examine the relationship between teaching activities and learning indicators; teaches for each class made suggestions to make changes to and adjust the assignment book and the number of themes to be included per semester; worked to improve the effectiveness of the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester.
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CHEN, PAO-YEN, and 陳寶燕. "A Study of the Practice of Creative Play Courses Under the Preschool Curriculum Guidelines in Mixed-age Classes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/767esd.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士在職專班
106
This study focused on examining the practice of creative play courses as part of the six major Preschool Curriculum Guidelines in mixed-age classes, as well as the children’s participation and behavior during the courses. A mixed-age class of 29 preschool children aged 3 to 6, at a public preschool where the researcher worked as an educator, was chosen as the research subjects for this study. Using the six major Preschool Curriculum Guidelines as a premise, the study underwent 15 weeks of creative play course activities, utilizing multiple methods such as observation of the children’s learning situations, the educators’ thoughts on class instruction, audio and video recordings of the classes, and interviews with assistant educators for data collection and cross validation. The study also employed the use of think description and thorough assessment to analyze the educators’ planning and strategies for class activities, children’s learning development, and displays of creativity during class activities. The findings were as follows: 1.Applying creative teaching strategies as the major guide for curricula and activities planning. 2.The Preschool Curriculum Guidelines can ably serve as a blueprint for the planning of class activities for mixed-age classes. 3.Class activities should be based upon the children’s age, interests, and abilities in order to better distribute the levels of difficulty and variations. 4.Class planning should be geared towards play activities, using multiple types of activities for creative play courses, combining activity topics with the learning topics to further enhance the children’s learning process. 5.The use of the Scaffolding learning method by educators and peers can increase the preschool children’s learning efficacy and interest. 6.Educators should be aware of any difficulties that may arise during instruction, and plan for contingencies ahead of time. Thorough assessment and adjustments to the instruction methods can enhance the educators’ professional development, as well as improve the current state of teaching. In conclusion, from the findings of this study, principles for planning learning activities in mixed-age classes can be raised, as well as serving as reference and recommendations for any difficulties and or strategies involved during the practice of creative play courses in preschools.
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(13283710), Caroline Browning. "Catholic principals' images of quality preschool practice: A far north Queensland perspective." Thesis, 1999. https://figshare.com/articles/thesis/Catholic_principals_images_of_quality_preschool_practice_A_far_north_Queensland_perspective/20540196.
Full textAbstract:
Preschool education in Queensland is undergoing a series of redevelopments. The process of redefining preschool education is a long and involved one. In the final publication stage, these developments have been given a curriculum focus, with a framework proposed to link all aspects of preschool curriculum. As the vehicle through which the preschool curriculum is delivered, the Guidelines highlight and promote developmentally, socially and culturally appropriate learning opportunities and outcomes for children in a preschool program. Determining whether such outcomes are appropriate has in the past, been a task relegated to the professional judgment and decision making of the teacher. The focus of the renewed Preschool Curriculum Guidelines explores a new perspective, by highlighting the need to develop worthwhile and 'workable' partnerships with parents, children, professional colleagues and community members to influence the quality of the learning outcomes for children. Resolving whether such outcomes meet quality measures introduces a focus on the value of preschool education, and particularly, its contribution to establishing foundations for lifelong learning. At the same time as introducing a focus on what is appropriate, understanding 'quality' involves the interpretation and understanding of 'quality' asa more inclusive term, incorporating all elements of practice.
It has been argued that the Queensland Preschool Curriculum Guidelines are reaffirming the like-minded and that, since it is the responsibility of principals and school administrators to disseminate the Guidelines, the focus should be narrowed to identifying and exploring their views regarding the Preschool Guidelines and understanding of quality preschool practice. This research represents a new and innovative approach to the study of professional knowledge and the way it is used to make judgments about the provision of a quality curriculum in the preschool context.
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Liu, Mei-Yin, and 劉美吟. "Leading Teachers to Practice Spirit and Belifes of Curriculum Guidelines for Early Childhood Education and Care －A Preschool Director’s Action Reserch." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/cbqsb2.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
102
This action research investigated how a preschool director led teachers to practice spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. The researcher, also functioned as the preschool director in this study, guided a team formed mainly by new teachers.The researcher discovered that starting from gathering centripetal team. It could be fulfilled through (a) establishing a positive atmosphere in teacher book club. Meanwhile, the researcher also invited the professional into the preschool to enhance teachers’ ability to understand the classroom management. We comfor to the spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. To the preschool director, this action research is a precious process on how a team of teachers worked and struggled together in order to achieve the goal. During this process, the researcher understood the leadership of director understanding the curriculum guidelines could assist the implementation of the spirit and belifes of curriculum guidelines. Only when the teaching team gathered centripetal team, the curriculum concerning the spirit and belifes of curriculum guidelines could be gradually developed through group discussions and actions.
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Lin, Shu-Hui, and 林淑慧. "A Case Study of Integrating Creative Music Teaching Activities into the Domains of the Guidelines for Preschool Educare Activities and Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4nca7n.
Full text
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Hsia, Chang-Chun, and 夏昌君. "Preschool Teachers' Attitudes toward the Temporary Curriculum Guideline of Preschool Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57640193367092262036.
Full textAbstract:
碩士南華大學
幼兒教育學系
103
The main purpose of the study was to discover the preschool teachers’ attitudes toward Temporary Curriculum Guideline of Preschool Activities. The research was applied questionnaire survey with self-compiled ‘‘Questionnaire of The Attitudes of Preschool Teachers toward the New Curriculum Guideline’’ as a research instrument. Subjects included 218 teachers from 19 preschools, which adopted the new curriculum guideline in Year 2009, 2010 and 2011, and 218 teachers from 26 preschools which did not in Yunlin county, Chiayi and Tainan area. Four hundred and thirty-six copies of the questionnaires were delivered with three hundred and fifty-five valid copies returned; hence, the effective response rate was around 81.42%. The data was statistically analyzed by descriptive statistics, ANCOVA, independent sample t-test and PMCC. Here are the results of the study: 1. The participants have the upper level on overall attitude, affection aspect, cognition and motivation. 2. There is no significant difference in the attitude of participants toward the new curriculum guideline among variables of the working seniority, the highest academic qualification in early childhood education, the teacher with the administrative position or not and school location. 3. As for duties, preschool teachers obviously showed better overall attitude, cognition and affection aspect than baby-care assistants. 4. As for age, participants aged 41 to 50 apparently had better overall attitude and motivation than those who were under 30 and in the age of 31 to 40. Participants aged 41 to 50 showed better cognition than those who were under 30. 5. As for whether the participants had attended the new guideline seminar or not, those who attended over 25 hours apparently had better cognition and better overall attitude than those who attended 1-12 hours, 13-24hours and those who had not attended.; those who attend 13-24 hours apparently showed better cognition and better overall attitude than those who attended 1-12 hours and those who had not attended. Those who attended over 25 hours apparently showed better affection aspect than those who attended 1-12 hour, 13-24 hours and those who had not attended. Those who attended 12-24 hours and over 25 hours apparently showed better motivation than those who had not attended and those who attended 1-12 hours. 6. Better overall attitude, cognition, affection aspect and motivation were found in public preschools than in private ones. 7. The preschools that adopted the new guideline apparently showed better overall attitude, cognition, motivation and affection aspect. 8. As for the size of the preschool, the schools having 4 to 6 classes showed better overall attitude and affection aspect than those with 7 to 9 classes. Finally, according to the results and conclusion, some concrete suggestions were provided for teachers, the official educational government and future researchers for further study.
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Yang, Ching-Lin, and 楊景琳. "A Study on the Process about Curriculum Leadership of a Preschool's Principal -An Example of Implementing New Curriculum Guideline in a Preschool." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/c5aas8.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
105
Abstract This study aims to explore the situations that the preschool principal meets while launching the new curriculum guidelines, including the process of curriculum leadership, the strategies, and the difficulties. This study is a case study with a preschool principal who implemented the new curriculum guidelines to be a research subject. Based on interview, observation, and materials collecting, researcher analyses and collates the data individually. The results indicate that principal in this case has developed “Period of concept formation”, “Period of counselling and guiding”, and “Period of independently leading” on the process of curriculum leadership during launching the new curriculum guidelines. The strategies used in the process of curriculum leadership include three directions. First, building the interactive consensus with team teachers and parents by seminars to get the supports and identities for the development of new curriculum guidelines. Second, providing a supportive teaching environment by allowing the experts to visit the preschool and allying a professional communication through teachers’ study circles. Last, strengthening the professional abilities of team teachers by training curriculum teacher leader for each levels to assist and enhance the professional skills of new coming teachers. The personal difficulties of preschool principal in the curriculum leadership process are two dimensions, especially, the pressure to be the target preschool for new curriculum guidelines and the deficiency of time caused by burdens from both work and academic. In addition, the mainly difficulty inside the preschool is the misinterpretation with the new curriculum guidelines information from principal by team teachers, so that the disparities of team educational belief and of team teachers’ backgrounds and professions contribute the worse performance on development, advancement, and implementation for new curriculum guidelines. According to the results above, it could be the suggestions for a preschool principal in the curriculum leadership, educational administration of authority, and further studies. Keywords: Preschool’s principal, curriculum leadership, new curriculum guidelines
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(13788315), Cheryl Robert. "A case for change: A report on the use of action research as a framework in the professional development of teachers." Thesis, 2001. https://figshare.com/articles/thesis/A_case_for_change_A_report_on_the_use_of_action_research_as_a_framework_in_the_professional_development_of_teachers/21099433.
Full textAbstract:
In 1998, early childhood teachers throughout Queensland were required to attend a professional development program to familiarise them with the new Preschool Curriculum Guidelines. While this 'top down' or mandated professional development activity was characteristic of the type of professional development usually accessed by early childhood teachers, it provided no guarantees that any changes to teaching or learning would be subsequently incorporated into early childhood classrooms. The professional development activity also demonstrated the continued use of the 'expert' model as a means of bringing about changes to teaching practices.
This report explores the shortcomings of this 'expert' model. Using the outcomes from a teacher initiated professional development activity that used action research strategies as its' framework, the report demonstrates the explicit links between professional development and change, and highlights the advantages of using action research as a framework for effective professional development activities. The report concludes with a series of recommendations for future professional development activities in the field of early childhood.
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LAN, HAO-FENG, and 藍晧丰. "A Study on Current Implementation of the Aesthetic Field of Preschool Curriculum Guideline in Taipei City Municipal Preschool." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/15603070891218905150.
Full textAbstract:
碩士國立臺北教育大學
文化創意產業經營學系
105
The purpose of this study is to explore the situation and the dilemma of the teaching staff and/or caregivers in the public kindergartens of Taipei City, and to compare the differences of the educational staff with different background variables in the implementation of aesthetic education. In this study, questionnaires were used to study the current situation of the aesthetic education of kindergartens by means of the mixed research of quantitative and qualitative analysis. The questionnaire was submitted to 132 teachers of Taipei City. The number of valid questionnaires was 812 copies, and the data were analyzed using SPSS statistical software, descriptive statistics, t-test, single factor analysis and other statistical methods. The results of this study show that the professionals hold positive and supportive attitudes on implementing aesthetic education in kindergarten. The results of the study also shows the effectiveness of conducting aesthetic education in kindergarten is influenced by the age and seniorities of staffs in kindergarten with different background variables Furthermore, the difficulties in implementing aesthetic education in kindergarten have positive correlation with staffs’ age, academic background of aesthetics and their seniorities. The study will be an essential reference for future formulation of policy and practitioners in professional fields.
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WU, CHIA-LING, and 吳嘉玲. "A Survey Study on Preschool Educators’ Belief, Cognition and Attitude toward Theme-based Curriculum on New Curriculum Guideline." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21957671761454222792.
Full textAbstract:
碩士明新科技大學
服務事業管理研究所碩士班
104
This study was designed to investigate the preschool educators’ attitude and awareness in Hsinchu area of the "Temporary Curriculum Guidelines for Kindergarten Childcare and Education" (hereinafter referred as "New Curriculum Guideline"). To achieve the purpose, a convenience sampling survey by questionnaires "A Survey Study on Preschool Educators’ Belief, Cognition and Attitude toward Theme-based Curriculum on New Curriculum Guideline" was conducted on the Hsinchu area preschool educators. A total of 200 valid questionnaires were recovered, then use description statistics, t test and One-way ANOVA as data analysis. The major findings are as follows: 1. Preschool Educators’ belief, cognition and attitude toward Theme-based Curriculum on New Curriculum Guideline tend to be favorable attitude. 2. The belief on New Curriculum Guideline of preschool educators shows significant differences due to "type of preschool","implement theme-based curriculum or not"," size of preschool" and "educational levels". 3. The cognition on New Curriculum Guideline of preschool educators shows significant differences due to "size of preschool", "number of children in preschool", "educational levels" and "in-service training hours". 4. The attitude towards implementation of the New Curriculum Guideline of preschool educators, shows significant differences due to "size of preschool","number of children in preschool", "job title","educational levels" and "in-service training hours”.
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Huang, Yi-Jen, and 黃苡蓁. "A Study on Current Implementation of the Aesthetic Field of the New Preschool Curriculum Guideline in Taichang city Preschool." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/59832779882201922992.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
103
This study aimed to understand the current implementation of the aesthetic field of the new preschool curriculum guideline in Taichang city preschool. Questionnaire survey was adopted to collect data, a total of 749 questionaires sent to the preschool directors in Taichang, 528 responded. The collected data were analyzed by the statistical methods such as mean, standard deviation, t-test, one-way ANOVA, chi-square test. The results were shown as follows: 1. The current implementation of the aesthetic field of the new preschool curriculum guideline in Taichang city preschool was pretty well, the best is the "exploration and awareness", followed by "respond and appreciation", "expression and creation", "aesthetic performance assessment" and then "aesthetic environmental assessment". 2. Significant differences were found in current implementation of the aesthetic field of the new preschool curriculum guideline among directors’ different levels of education, and different school backgrounds, such as regions, public or private, numbers of children, teaching models, and teaching materials.
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Liu, Wen-Ying, and 劉文瑛. "A study on the mixed-age teaching difficulties of the Temporary Curriculum Guideline of Preschool Activities for Educators in the Elementary School Affiliated Preschools in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26410394755749815780.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士在職專班
104
This study aims to explore the current status, the differences, and further the forecast of preschool educators’ distress on mixed-age teaching. Participants are the educators in the Elementary School Affiliated Preschools in Taiwan. Teaching implemented by participants is based on the Temporary Curriculum Guideline of Preschool Activities. Methodologically, self-constructed questionnaire was used in this survey. The stratefied random sampling containing 1,018 questionnaires was employed in 355 administrative regions in Taiwan and 815 valid replies were recalled. The collected data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, and multiple stepwise regression. The findings are as follows: 1. Current status on ”correlation between mixed-age teaching and guidance program of the Temporary Curriculum Guideline of Preschool Acitivities” is first, educators’ experience ranging from1 to 3 years comprises the majority; next, mixed ages of the students range from 3 to 6; third, most educators have not taken the course of guidance program of the Temporary Curriculum Guideline of Preschool Acitivities whereas most of them have taken the course of “participation seminar for1-1”. As for mixed-age teaching distress, emotional distress ranks the first, followed by cognition, language, aesthetics, body as well as health and social studies. The overall mixed-age teaching distress arrives at “partial disagreement”. 2.Feedback from “the scale of the educators’ overall attitude toward mixed-age teaching” indicates that for preschool educators in the Elementary School Affiliated Preschools, teaching varies significantly with variables including “years of service” , “job title” , “location” , “class size”, “curriculum model”, and “student- educator ratio”. 3. Feedback additionally indicates that teaching varies significantly with variables including “class” , “the guidance program of the Temporary Curriculum Guideline of Preschool Acitivities” and “participation seminar for 3-2”. 4. Variables including “years of service” , “job title” , “location”,“preschool size” and “student- educator ratio” have significant predicting effect on the “scale of the overall mixed-age teaching distress.” 5. Background variables including “class” , “the guidance program of the Temporary Curriculum Guideline of Preschool Activities”, “participation seminar for 3-2” and “frequency of participation seminar” have significant predicting effect on the “scale of the overall mixed-age teaching distress.” 6. The major teaching difficulty, according to the findings, is “the difference among mixed-age children’s ability”, followed by “the Temporary Curriculum Guideline of Preschool Activities ”, “program design ”, “teacher manpower shortage” and “ student- educator ratio”. According to the study, the results would be able to provide future reference to preschool educators, educational authorities, as well as to future researchers.
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Chen, Bao-Ru, and 陳保如. "A Survey Study of Preschool Educators’ views about implementation of new curriculum guideline in Central Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/rm5572.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
102
This study aimed to explore the Preschool Educators’ views on their levels of understanding new curriculum guideline, attitudes of implementation, difficulties of the current condition, and differences in background variables for analysis and research. Finally, results of this research aim at reaching conclusions and specific recommendations. Participants for this study were chosen using a stratified, random and cluster process, by issuing 1166 questionnaires, having a total of 840 copies returned. Excluding those respondents with insufficient data, a total of 754 valid copies are available to conduct statistical analysis and interpretation, rendering the following conclusions: 1、Central Taiwan Preschool Educators from their self-evaluation show an above medium understanding of the new curriculum guideline. 2、Central Taiwan Preschool Educators from their self-evaluation show a positive attitude towards implementing the new curriculum guideline. 3、Central Taiwan e Preschool Educators from their self-evaluation revealed that the greatest difficulty in implementing the new curriculum guideline is related to workload and the second is lack of relevant resources. 4、Central Taiwan Preschool Educators from their self-evaluation show significantly varying understanding of the new curriculum guideline due to the differences of "educational levels," "occupational positions," " participation in seminars," "nursery zones," " currently educating classes," "class numbers," " course developing modes, " and " new curriculum guideline implementing conditions. 5、Central Taiwan Preschool Educators from their self-evaluation show significantly varying ideas on the implementation of the new curriculum guideline due to the differences of "educational levels," "occupational positions," " participation in seminars," "nursery zones," "nursery natures," " course developing modes, " "new curriculum implementing conditions," and " new curriculum guideline assistance application." 6、Central Taiwan Preschool Educators from their self-evaluation revealed that the difficulties to implement new curriculum guideline vary greatly due to differences in "educational levels," "occupational positions," " participation in seminars," "nursery zones," "nursery natures," " course modes, " "new curriculum implementing conditions," and " new curriculum guideline assistance application." 7、 The difficulties for Central Taiwan Preschool Educators in implementing new curriculum guidelines are : First, at most of them that do not understand the new curriculum guideline well; and second, at most of them that suggested more training sessions should be provided in order to better understand the new curriculum guidelines . Lastly, based on the research results, specific recommendations will be proposed as references for consideration by educational decision-making authorities, Preschool Educators and future researchers.
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LIU, SHAN-JIE, and 劉繕緁. "The Process of Integrating Creative Body Activities into Aesthetic Teaching in the New Curriculum Guidelines for Preschools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/g5a9vc.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
105
The purpose of this research is to integrate creative body activities into preschool aesthetic curriculum. The participants of this qualitative research were 30 preschool children in a mixed-age group taught by the research. This 13-week curriculum employed four teaching themes. The primary goal is to explore using creative body activities in designing, planning, strategy applying and teacher-student mutual growth of aesthetic domain based on the new preschool curriculum guidelines. During the courses, the researcher evaluated and improved teaching process through classroom observation, self-criticism, children’s performance and peer discussion. The findings are listed below: I. Curriculum design and implementation: (1) Took the common matter in children’s life as the theme of body activities to arouse children’s imaginations. Focusing on children’s life experience, the study took the common human, matter and objects in children’s daily life as the themes for body imagination and creativity. (2) To explore and perceive the beauty of life and matter by taking acute five sense organs as elements of curriculum design. (3) To inspire children’s responses and participating interest by employing imaged or interactive creative body activities. II. Teachers’ growth: Teachers’ teaching processes regarding integrating creative body activities into the field of aesthetic perception, the capacity of curriculum design, the strategy application concerning creative body activities, the design planning regarding the integration curriculum of aesthetic perception field and the teaching innovation have been stimulated by self-criticism and self-examination after resolving difficulties and problems being countered in the research process, teachers constantly inspire their teaching strategies, create an open creation atmosphere to encourage and accept children’s special creation and expression. III. Children’s growth: Children’s three capacities regarding the field of aesthetic perception are all substantially improved and shown, including “exploration and awareness”, “expression and creation” and “response and appreciation”. They employed the awareness of five sense organs to explore and perceive things in life. The visual observation and appreciation supported by vision, the auditory feeling of sound and the tactile and gustatory experience all contribute to special creation based on the medium of body movement.
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Chen, Hui-Chin, and 陳惠琴. "A Study on Teaching Process of Implementing New Curriculum Guideline Under the Leadership of Principal in a Preschool." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/61700740102886683678.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
103
The purpose of the study intended to explore the teaching process on implementing new guideline under the leadership of the principal in a preschool. The case was the researcher’s workplace. Data collection was in terms of observations, interviews, related documents, professional guidance, and researcher’s guidance records. The findings were as follows: 1. The developmental process on implementing new guideline under the leadership of the principal was derided into three periods: (1)preparation and incubation period ; (2)development and bottleneck period ; (3)promotion and transformation period. 2. The strategies of the principal leadership were: (1)to discuss with professor and adjust teaching ; (2)to promote teachers’ recognition of new guideline and implement teaching ; (3)to include new guideline into thematic activities and integrate teaching. 3. The ways to solve the predicament of the principal leadership were: (1)to observe teachers’ instruction and clarify the concepts of learning areas; (2)to share the experiences of teaching and promote the abilities of classroom management; (3)to establish the team spirt and condense the common under- standing.