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[[alternative]]幼兒經驗課程的個案研究
No full text[[abstract]]This study explored two 5-year-old girls' experience of their teacher's formal curriculum. In-class videotaping, after-class interviews of two children, and the teacher's curriculum documents were collected. There were three major findings. First, in the context of a radiated thematic curriculum with the emphasis on how to complete teacher's pre-planned tasks, the subjects could accurately recall the task procedures but did not understand the teacher's rationale or the concepts underlying the tasks. Second, the subjects' activity preferences were influenced by each child's temperament and interests, the degree to which each activity was perceived as fun or boring, and their family experience. Third, the form and content of the two children's narratives about classroom life, as well as their understanding of the teacher's operational curriculum, were different. The implications for curriculum evaluation and reform, as well as suggestions for future research, are discussed .
家庭-幼兒園中間系統量表建構之研究
No full text[[abstract]]本研究根據Bronfenbrenner生態理論中間系統的層面與特質，編擬一套測量我國家庭與幼兒園中間系統的測量工具，經過二次專家效度檢驗與預試，再進行正式施測與探索性因素分析。研究發現：1. 幼兒家長與幼兒教師的分析結果類似，家長版出現「同盟」、「間接溝通」及「直接溝通」三個因素，而教師版出現「同盟」及「直接溝通」二個因素；且二個版本的因素問項雷同。2. 由這三個因素所構成的家長版及二個因素構成的教師版「家庭─幼兒園中間系統量表」具有可接受的內部一致性信度與建構效度。3. 除了「權力的平衡」層面的問項完全消失外，中間系統所表述的其他概念（正向情感、目標有共識、多重場所的參與、間接連結、場所間知識的溝通）大部分都適用於我國的家園互動；但國內幼兒家長與幼兒園的互動不像中間系統所述有許多不同的層面與特質，而是由幾個組合的因素來解釋。
