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題名：幼教人看小一生的學校適應及親師之因應
書刊名：師大學報. 教育類
作者：劉慈惠 引用關係／丁雪茵 引用關係
作者(外文)：Liou, Tsyr-huey／Ting, Hsueh-yin
出版日期：2008
卷期：53:2
頁次：頁131-167
主題關鍵詞：幼小銜接；質性研究；親師互動；School transition；Qualitative study；Parent-teacher interaction
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(9) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:98
  • 點閱點閱:74
透過質性研究法，我們以幼教人的觀點探討小一生的學校適應、形塑因素與親師之因應。在本研究中，藍天學校文化較多反映以大人為中心的思惟；銜接中的學童因應環境中的各種要求，多半處在配合成人要求的地位。從開學就在聲聲催促中，被期待快快脫掉「幼稚園的舊衣」，穿上「小學的新衣」，鮮少看到由上向下銜接的觀念與策略。當環境中大人的焦點多在課業時，小一生在社會人際、情緒等面向所需的關切相對地被忽略了。學童的友伴關係、親師互動關係因個體特質的不同而有差異。藍天學校中親師角色分明，之間的互動以溝通孩子議題為主，而互動頻率的高低反映出孩子需關切之問題的多寡。小一家長之於孩子的學習以在家參與為主，到校的參與多為出席活動。
This one-year qualitative study explored the school experiences of first graders in Blue Sky School and the factors that shape their adjustment process. Interactions between parents and teachers were also investigated. The results of the study show that the culture and climate of Blue Sky School seem to be more adult-oriented. Children are mostly given passive roles. In that, they are expected to fit into the new learning patterns of their new environment within a short period of time. Learning strategies and expectations set by the school rarely reflect any consideration of the children's current developmental stage. Yet for these children, many definitions and requirements regarding "learning" seem to be totally different in first grade from what they were in kindergarten. The attention of the adult teachers is mostly focused on academic learning, and thus children's behavioral and social-emotional development are given least attention, due to the constraints on time and energy. The degree of friendship development and parent- teacher interaction varies among children and families. The contacts between parents and teachers are based on needs; the frequency of contacts is often a function of a particular child's evolving problem. The roles of parents and teachers are quite distinctive. Parental involvement mostly takes the form of assisting children with their homework at home, and showing up as an audience member at school activities. The results suggest that children's school experience in first grade could vary from school to school as a function of contextual differences, since many factors combine to shape the process.
期刊論文
1.孫扶志(20050600)。幼小銜接中課程與教學的問題與因應策略成效之研究。朝陽人文社會學刊，3(1)，59-129。new window  延伸查詢new window
2.Pianta, R. C.(1994)。Patterns of relationships between children and kindergarten teachers。Journal of School Psychology，32(1)，15-32。  new window
3.盧美貴(19930500)。幼稚園與小學課程銜接問題之研究。幼兒教育學報，2，215-246。  延伸查詢new window
4.Becker, H. J.、Epstein, J. L.(1982)。Parent Involvement: A Survey of Teacher Practices。The Elementary School Journal，83(2)，85-102。  new window
5.劉慈惠(200102)。現代幼兒母親的教養信念--以大學教育程度者為例。新竹師院學報，14，355-405。new window  延伸查詢new window
6.Perry, K. E.、Weinstein, R. S.(1998)。The social context of early schooling and children's school adjustment。Educational Psychology，33(4)，177-194。  new window
7.Gifford-Smith, M. E.、Brownell, C. A.(2003)。Childhood peer relationships: Social acceptance, friendships, and peer networks。Journal of School Psychology，41(4)，235-284。  new window
8.蔡春美(19930600)。幼稚園與小學銜接問題調查研究。臺北師院學報，6，665-729。  延伸查詢new window
9.Carr, M.、Claxton, G.(2002)。Tracking the development of learning dispositions。Assessment in Education: Principles, Policy and Practice，9(1)，9-37。  new window
10.余思靜(19990600)。幼稚園大班的畢業生真的準備好上一年級了嗎？國小新生的同儕關係與學校適應。臺東師院學報，10，123-154。new window  延伸查詢new window
11.Ladd, G. W.(1990)。Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment。Child Development，61(4)，1081-1100。  new window
12.Lareau, Annette(1987)。Social class differences in family-school relationships: The importance of cultural capital。Sociology of Education，60(2)，73-85。  new window
13.孫敏芝(19950600)。國民小學教師對班級常規觀點之質化研究。屏東師院學報，8，43-69。new window  延伸查詢new window
14.劉慈惠(20060400)。學前幼兒被期待學些什麼？--以兩所幼稚園家長為例。師大學報. 教育類，51(1)，131-158。new window  延伸查詢new window
15.Epstein, J. L.(1995)。School/family/community partnerships: Caring for the children we share。Phi Delta Kappan，76(9)，701-712。  new window
16.Kagan, S. L.(1994)。Readying Schools for Young Children。Phi Delta Kappan，76，226-234。  new window
17.Walsh, D. J.(1989)。Changes in Kindergarten. Why Here? Why Now?。Early Childhood Research Quarterly，4，377-391。  new window
18.Graue, M. E.(1993)。Expectations and Ideas Coming to School。Early Childhood Research Quarterly，8，53-75。  new window
19.Pianta, R. C.(1997)。Adult-child Relationship Processes and Early Schooling。Early Education and Development，8，11-26。  new window
20.李駱遜(2004)。走在銜接路上：幼稚園與小一課程與教學之探討。幼兒教育年刊，16，25-42。new window  延伸查詢new window
21.Pianta, R.、Steinberg, M.(1992)。Teacher-Child Relationships and the Process of Adjusting to School。New Directions for Child Development，57，61-80。  new window
22.Entwisle, D. R.、Hayduk, L. A.(1988)。Lasting Effects of Elementary School。Sociology of Education，61，147-159。  new window
23.盧美貴(2006)。幼稚園小學銜接與開放教育。教師天地，81，20-25。  延伸查詢new window
24.周祝瑛(2006)。教改總體檢已是時候。臺灣教育，637，2-9。  延伸查詢new window
25.劉和然(2006)。臺灣十年教改之回顧、省思與再出發。臺灣教育，637，16-23。  延伸查詢new window
26.Keyes, C. R.(2002)。A Way of Thinking about Parent/Teacher Partnerships for Teachers。International Journal of Early Years Education，10(3)，177-232。  new window
27.Sink, C. A.、Edwards, C. N. W.、Weir, S. J.(2007)。Helping Children Transition from Kindergarten to First Grade。Professional School Counseling，10(3)，233-237。  new window
28.Betts, L. R.、Rotenberg, K. J.(2007)。Trustworthiness, Friendships and Self-control: Factors that Contribute to Young Children's School Adjustment。Infant and Child Development，16(5)，491-508。  new window
29.Denham, S. A.(2006)。Social-emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?。Early Education and Development，17(1)，57-89。  new window
30.Graue, E.(2006)。The Answer Is Readiness - Now What Is the Question?。Early Education and Development，17(1)，43-56。  new window
31.Edwards, R.、Alldred, P.(2000)。A Typology of Parental Involvement in Education Centering on Children and Young People: Negotiating Familialisation, Institutionalization and Individualization。British Journal of Sociology of Education，21(3)，435-456。  new window
32.Hartup, W. W.(1994)。Having Riends, Making Friends, and Keeping Friends: Relationships as Educational Contexts。Emergency Librarian，21(3)，30-31。  new window
33.Lam, M. S.、Pollard, A.(2006)。A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten。Journal of International Research & Development，26(2)，123-141。  new window
34.Peshkin, A.(2000)。The Nature of Interpretation in Qualitative Research。Educational Researcher，29(9)，5-9。  new window
35.Lamb, W. W. H.(2001)。The Whole Child in Education。Journal of Philosophy of Education，35(2)，203-217。  new window
36.Fantuzzo, J.、Bulotsky-Shearer, R.、McDermott, P.、McWayne, C.、Frye, D.、Perlman, S.(2007)。Investigation of Dimensions of Social-emotional Classroom Behavior and School Readiness for Low-income Urban Preschool Children。School Psychology Review，36(1)，44-62。  new window
37.Elliott, J.(2006)。Educational Research as a Form of Democratic Rationality。Journal of Philosophy of Education，40(2)，169-185。  new window
38.葉乃華(2002)。我國「幼兒實驗學校」面面觀。國民教育，42(5)，31-36。  延伸查詢new window
39.Fabian, H.(2000)。Small Steps to Starting School。International Journal of Early Years Education，8(2)，141-153。  new window
40.Hess, R. D.、Price, G. G.、Dickson, W. P.、Conroy, M.(1981)。Different Roles for Mothers and Teachers: Contrasting Styles of Child Care。Advances in Early Education and Day Care，1-28。  new window
會議論文
1.Liou, T. H.(2002)。Cross-cultural Perspectives on Teaching and Learning with Families as Partners - The Perspective of Taiwan。0。  new window
2.Liou, T. H.(2004)。How Young Children Are Prepared Ready for School in Taiwan?。0。  new window
3.丁雪茵(2007)。組織文化與幼兒教育。臺北市。7-32。  延伸查詢new window
4.吳清基(2001)。推動九年一貫新課程教師成長與研究發展。邁向課程新紀元（七）：九年一貫課程學習領域研討會。臺北市：中華民國教材研究發展學會。17-28。  延伸查詢new window
研究報告
1.陳麗欣、鍾任琴(1995)。教育革新大型研究計畫－子計畫：國中、小學生家長參與校務發展可行模式之研究（I）－臺灣地區國小家長參與校務之現況暨教師與家長對家長參與校務的意見之分析與比較。南投縣埔里鎮。  延伸查詢new window
2.林明地(1998)。國民中小學校長對家長參與之態度研究。嘉義縣民雄鄉。  延伸查詢new window
3.陳麗欣、鍾任琴(1998)。教育革新大型研究計畫－子計畫：國中、小學生家長參與校務發展可行模式之研究（II）－臺灣地區國中家長參與校務之現況暨教師與家長對家長參與校務的意見之分析與比較。南投縣埔里鎮。  延伸查詢new window
4.楊巧玲(2000)。教育鬆綁後學校、家長與社區關係之研究，I。高雄市。  延伸查詢new window
5.吳璧如(2002)。家長參與學校教育之性別議題研究，II。彰化縣彰化市。  延伸查詢new window
6.劉慈惠、余思靜(2005)。協助小一新生在學校中社會情緒調適與學習的協同行動研究。新竹市。  延伸查詢new window
7.劉慈惠(2002)。落實學前親職教育的一個觸角：幼稚園老師和家長對彼此合作關係及幼兒發展之期望的連續性研究。新竹市。  延伸查詢new window
8.陳木金、林育瑋(2001)。臺北市設立幼兒實驗學校之相關因素研究究報告。臺北市。  延伸查詢new window
9.吳璧如(2003)。家長參與學校教育之縱貫研究，I-III。臺北市。new window  延伸查詢new window
學位論文
1.陳怡君(2005)。台北縣市幼小教師與大班家長對幼小銜接之看法與作法(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.陳湘玲(2000)。國小一年級級任教師班級經營策略之個案研究(碩士論文)。臺東師範學院。  延伸查詢new window
3.吳松樺(2002)。教師教學信念之個案研究：以國小一年級教師為例(碩士論文)。臺中師範學院，臺中市。  延伸查詢new window
4.孫良誠(1995)。國小一年級學童學校生活適應之研究：一個國小教室的觀察(碩士論文)。文化大學。  延伸查詢new window
5.顏學復(2002)。學校本位課程發展的實踐與反省：以一所開放空間學校為例(碩士論文)。國立台北師範學院。  延伸查詢new window
6.李莉華(2002)。多元智慧理論運用於國小一年級班級經營之實踐研究(碩士論文)。國立臺南大學。  延伸查詢new window
7.陳俞余(1996)。國小一年級兒童學校適應之個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.任秀媚(1984)。家長參與幼兒學校學習活動對幼兒社會行為之影響(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
9.Yu, S. C.(1994)。How Chinese Children Make Friends n an American school，Madison, WI。  new window
10.詹益銘(2002)。點燃、點醒、點化－社子國小家長參與學校教育之研究，0。  延伸查詢new window
11.張淑慧(2002)。從旁觀到實踐：一位準教師面對規訓與自主間的掙扎，0。  延伸查詢new window
12.王怡甯(2000)。開啟小學生活之門：一年級教師的教師信念之質化研究，0。  延伸查詢new window
13.李淑慧(1994)。國小一年級兒童教室生活紀律之研究，0。  延伸查詢new window
圖書
1.Graue, M.、Walsh, D.(1998)。Study Young Children in Context-theories, Methods, and Ethics。Thousand Oaks, CA：Sage。  new window
2.陳龍安、林育瑋(1989)。一年級之愛。臺北：夏山書屋。  延伸查詢new window
3.Sameroff, A. J.、Haith, M. M.(1996)。The Five to Seven Year Shift: The Age of Reason and Responsibility。Chicago, IL：University of Chicago Press。  new window
4.Swap, S. M.(1993)。Developing home-school partnerships: From concepts to practice。New York：Teachers College Press。  new window
5.Epstein, J. L.(2001)。School, family and community partnerships: Preparing educators and improving schools。Boulder, CO：Westview Press。  new window
6.教育部(2002)。全國幼兒教育普查計畫。台北市：教育部。  延伸查詢new window
7.Tobin, J. J.、Wu, David Y. H.、Davidson, D. H.(1989)。Preschool in Three Cultures。New Haven, CT：Yale University Press。  new window
8.Lareau, A.(1989)。Home advantage: Social class and parental intervention in elementary education。Falmer Press。  new window
9.Sharp, R.、Green, A.(1975)。Education and social control。London：Routledge and Kegan Paul。  new window
10.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
11.劉慈惠(20070000)。幼兒家庭與學校合作關係：理論與實務。臺北：心理。new window  延伸查詢new window
12.Bronfenbrenner, Urie(1979)。The Ecology of Human Development: Experiments by Nature and Design。Harvard University Press。  new window
13.Ladd, G. W.、Buhs, E. S.、Troop, W.(2002)。Children's Interpersonal Skills and Relationships in School Settings: Adaptive Significance and Implications for School-based Prevention and Intervention Programs。Blackwell Handbook of Childhood Social Development。Oxford, UK。  new window
14.Vincent, C.(1996)。Parents and Teachers: Mutual Enemies?。Parents and Teachers, Power and Participation。Washington, DC。  new window
15.Case, R.(1988)。The Whole Child: Toward an Integrated View of Young Children's Cognitive, Social, and Emotional Development。Psychological Bases for Early Education。New York, NY。  new window
16.Graue, M. E.(1999)。Diverse Perspectives on Kindergarten Contexts and Practices。The Transition to Kindergarten。Baltimore, MD。  new window
17.Spodek, B.(1986)。Development, Values, and Knowledge in the Kindergarten Curriculum。Today's Kindergarten: Exploring the Knowledge Base, Expanding the Curriculum。New York, NY。  new window
18.(1992)。臺北市幼稚園與國小－年級教學銜接之研究。臺北市幼稚園與國小－年級教學銜接之研究。臺北市。  延伸查詢new window
圖書論文
1.Ladd, G. W.(1989)。Children's social competence and social supports: Precursors of early school adjustment?。Social competence in developmental perspective。Smsterdam：Kluwer Academic Publishers。  new window
2.Bronfenbrenner, U.(1989)。Ecological systems theory。Annals of child development, Vol. 6: Six theories of child development: Revised formulations and current issues。Greenwich, CT：JAI Press。  new window
3.Epstein, J. L.(1992)。School and Family Partnerships。Encyclopedia of Educational Research。New York：MacMillan。  new window
 
 
 
 
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