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題名：幼兒園美語課程與幼兒壓力行為之關係
書刊名：臺東大學教育學報
作者：李宜賢／邱華慧
作者(外文)：Li, Ishien／Chiou, Hua-huei
出版日期：2006
卷期：17:2
頁次：頁59-81
主題關鍵詞：幼兒；英語教育；氣質；壓力行為；English education；Stress behaviors；Temperament；Young children
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:3
  • 點閱點閱:63
本研究比較 159位幼兒在兩種美語課程型態（即全美語或時段美語）中所表現壓力指標行為的差異，並探討幼兒壓力行為其所接受課程之發展適性（Developmentally Appropriate Practice, DAP）程度及幼兒個人特質等因素之間的關聯性。結果顯示：在單位時間內，全美語課程中的幼兒壓力行為總數顯著高於時段美語課程中的幼兒。另外，迴歸分析的結果指出，對壓力行為具有顯著解釋力的預測變項有四：是否為全美語課程課程DAP的程度和幼兒的適應性與情緒強度等氣質。根據研究結果我們的結論和建議是：1.全美語課程中幼兒壓力行為總數較時段美語課程高的現象值得注意；2.無論是全美語或時段美語課程，其符合DAP的程度都和幼兒壓力行為多寡有關，DAP原則值得幼兒美語教育工作者在課程設計和評鑑上參考；3.幼兒在氣質上的個別差異影響課程中的壓力行為，因此需要家長和教師在互動或課程中給予特別的考量。
This study compared young children's stress behaviors in two types of English as Foreign Language (EFL) classrooms: full-time immersion and non-full-time classrooms. Correlations among young children's stress behaviors, Developmentally Appropriate Practice (DAP) extent of curriculum received, and individual temperament factors were also reported. Results show: in per unit time, the sum of young children stress behaviors in full-time classrooms is significantly higher than that of young children in non-full-time classrooms. In addition, results of regression analysis indicate that four predictor variables have significant explanatory power on stress behaviors: full-time immersion classrooms, extent of curriculum DAP, adaptability of young children, and emotional strength of young children. Based on the results, our conclusion and suggestions are: (1) more attention needs to be paid to young children's stress behavior in full-time immersion classrooms; (2) the extent of DAP in both full-time immersion and non-full-time classes are correlated to young children's stress behaviors. Therefore, English educators for young children are suggested to take DAP principles into consideration when designing curriculum and developing evaluation criteria; and (3) young children's individual differences in temperament characteristics have influence on stress behaviors. Parents and teachers need to be very careful about the effects of certain temperament characteristics on adult-child interactions in the curriculum.
期刊論文
1.Dettling, A. C.、Gunnar, M. R.、Donzella, B.(1999)。Cortisol levels of young children in full-day childcare centers: Relations with age and temperament。Psychoneuroendocrinology，24(5)，519-536。  new window
2.Gunnar, M. R.、Tout, K.、de Haan, M.、Pierce, S.、Stansbury, K.(1997)。Temperament, social competence and adrenocortical activity in preschoolers。Developmental Psychobiology，31(1)，65-85。  new window
3.Charlesworth, R.、Hart, C.、Burts, D.、Mosely, J.、Feeege, P.(1993)。Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices。Early Childhood Research Quarterly，8，255-276。  new window
4.龔如菲、陳姣伶、王翠鳳、趙詩瑄(20001100)。學前機構實施美語教學之現況探討--以大臺北地區(臺北縣、市)立案之學前托育機構為研究對象。德育學報，16，215-223。  延伸查詢new window
5.張湘君、張鑑如、林葉真(20020600)。我國幼稚園實施英語教學之現況與問題調查研究。國民教育，42(5)，37-42。  延伸查詢new window
6.陳淑琴(20031000)。從全語言教學觀探討幼兒園的英語教學。幼兒教育年刊，15，55-68。new window  延伸查詢new window
7.王方宇(2004)。「亂」潮狂奔下的醒思與省思。幼教簡訊，17，10-11。  延伸查詢new window
8.李櫻(2004)。幼兒外語學習的時機與方式。幼教簡訊，24，10-11。  延伸查詢new window
9.房美秋(2003)。台灣幼兒美語教育現況。蒙特梭利，50，23-26。  延伸查詢new window
10.教育部(2004)。學齡前幼兒英語教育政策說帖。幼教簡訊，25，8-10。  延伸查詢new window
11.陳淑琴(2002)。幼兒美語教學的定位。幼兒教育，267，4-5。  延伸查詢new window
12.蘇以文(2003)。從母語看英語學習。英語教育電子月刊，2。  延伸查詢new window
13.Burts, D. C., Hart, C. H., Charlesworth, R., Fleege, P. O., Mosley, J.,、Thomasson, R. H.(1992)。Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms。Early Childhood Research Quarterly，7(2)，297-318。  new window
14.Burts, D. C., Hart, C. H., Charlesworth. R.,、Kirk, L.(1990)。A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices。Early Childhood Research Quarterly，5，407-423。  new window
15.Charlesworth, R.,(1985)。Readiness: Should we make them ready or let them bloom?。Day care and Early Education，12(3)，25-27。  new window
16.Crockenberg, S. C.(2003)。Rescuing the baby from the bathwater: How gender and temperament (may) influence how child care affects child development。Child Development，74，1034-1035。  new window
17.Dawson, G., Panagiotides, H., Klinger, L. G.,、Hill, D.(1992)。The role of frontal lobe functioning in the development of infant self-regulatory behavior。Brain and Cognition，20，152-175。  new window
18.Greenspan, S. I.(2003)。Child care research: A clinical perspective。Child development，74，1064-1068。  new window
19.Gunnar, M. R.、Donzella, B.(2002)。Social regulation of the cortisol levels in early human development。Psychoneuroendocrinology，27(1/2)，199-220。  new window
20.Hart, C. H., Burts, D. C., Durland, M. A., Charlesworth, R., DeWolf, M.,、Fleege, P. O.(1998)。Stress behaviors and activity type participation of preschoolers in more or less developmentally appropriate classrooms: SES and sex differences。Journal of Research in Childhood Education，12，176-196。  new window
21.Kamii, C.(1985)。Leading primary education toward excellence: Beyond worksheets and drill。Young Children，40(6)，3-9。  new window
22.Keogh, B. K.,、Burstein, N. D.(1988)。Relationship of temperament to preschoolers’ interactions with peers and teachers。Exceptional Children，54，69-73。  new window
23.Marcon, R. A.(1992)。Differential effects of three preschool models on inner-city-4-years- olds。Early Childhood Research Quarterly，517-530。  new window
24.National Institute of Child Health and Human Development Early Child Care Research NetworkNICHD(2003)。Does amount of time spent in childcare predict socioemotional adjustment during the transition to kindergarten?。Child Development，69，1145-1170。  new window
25.Presley, R.,、Martin, R.(1994)。Toward a structure of preschool temperament: Factors structure of the temperament assessment battery for children。Journal of Personality，62，415-447。  new window
26.Tout, K., de Haan, M., Campbell, E. K.,、Gunnar, M. R.(1998)。Social behavior correlates of cortisol activity in child care: Gender differences and time-of-day effects。Child Development，69，1247-1262。  new window
27.Watamura, S. E., Donzella, B., Kertes, D. A.,、Gunnar, M. R.(2004)。Developmental changes in baseline cortisol activity in early childhood: Relations with napping and effortful control。Developmental Psychobiology，45，125-133。  new window
28.Williams, C. K.,、Kamii, C.(1986)。How do children learn by handling objects。Young Children，42(1)，23-26。  new window
會議論文
1.陳淑琴(2002)。幼兒早期雙語發展與學習相關問題探討。國立台中師範學院幼兒發展與學習學術研討會，153-169。  延伸查詢new window
2.Bentley, S.,、Wilson, E.(1989)。NAECY’S developmentally appropriate practice guidelines: Current research。Atlanta, GA。  new window
研究報告
1.林佩蓉、湯梅英、王珮玲(1992)。馬氏氣質量表修訂 (計畫編號：NSC80-0301-H133-04)。  延伸查詢new window
學位論文
1.張鶴齡(2004)。幼兒美語教學之現況研究--以台中市一所全美語幼兒園為例(碩士論文)。南華大學。  延伸查詢new window
圖書
1.Ellis, N.(1994)。Implicit and explicit learning of languages。London：San Diego, CA：Academic Press Limited。  new window
2.Cummins, Jim(1996)。Negotiating identities: Education for empowerment in a diverse society。California Association for Bilingual Education。  new window
3.Cummins, J.、Sayers, D.(1995)。Brave new schools: Challenging cultural illiteracy through global learning networks。New York：St. Martin's Press。  new window
4.Bredekamp, Sue、Copple, Carol(1997)。Developmentally Appropriate Practice in Early Childhood Programs。Washington, DC：The National Association for the Education of Young Children。  new window
5.Dulay, Heidi C.、Burt, Marina K.、Krashen, Stephen D.(1982)。Language Two。Oxford University Press。  new window
6.Krashen, Stephen D.(1988)。Second Language Acquisition and Second Language Learning。Upper Saddle River, NJ：Prentice Hall International (UK) Ltd。  new window
7.Bredekamp, S.(1987)。Developmentally appropriate practice in early childhood programs serving children from birth through age 8。National Association for the Education of Young Children。  new window
8.Garmezy, N.(1981)。Children under stress: Perspectives on antecedents and correlated of vulnerability and resistance to psychopathology。Further explorations in personality。New York。  new window
9.Keogh, B. K.(2003)。Temperament in the classroom: Understanding individual differences。Baltimore, MD。  new window
10.Martin, R. D.(1988)。The Temperament Assessment Battery for Children。Bradon, VT。  new window
11.Rutter, M.(1979)。Protective factors in children’ s responses to stress and disadvantage。Primary prevention of psychopathology, Volume III: Social competence in children。Hanover, NH。  new window
12.Strelau, J.(2001)。The role of temperament as a moderator of stress。Temperament in context。Mahwah, NJ。  new window
13.Suen, H. K.,、Ary, D.(1989)。Analyzing quantitative behavioral observation data。Hillsclale, NJ。  new window
14.Weitzman, E.,、Greenberg, J.(2002)。Learning language and loving it: A guide to promoting children ‘s social, language, and literacy development in early childhood settings。Toronto。  new window
 
 
 
 
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