| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 90 === Abstract
The main goal of this research was to investigate the present state of kindergarten teachers’ curriculum decisions and teachers’ reflection ability, as well as the relationship between the two. Further, kindergarten teachers’ different individual variables and school environment variables were compared and analyzed, to determine whether there is any significant difference in the influence of these variables on teachers’ curriculum decisions and reflection ability.
This research chose a total of 80 kindergartens in Taipei City and Taipei County, and 160 kindergarten teachers were surveyed. The research tool used was the “Kindergarten Teachers Teaching Situation Survey Questionnaire”; this tool was divided between the “Kindergarten Teachers’ Curriculum Decisions Questionnaire”, which was composed by the researcher, and the already completed “Kindergarten Teachers’ Thinking Assessment Form”. The statistical software SPSS (ver. 10.0) was used, and the data obtained through the survey were handled by proceeding with the following statistical methods: sample mean, standard deviation, profile, product-moment correlation, canonical correlation, ANOVA (analysis of variance), and Scheffe’s post-hoc comparison.
The empirical findings of this research are summarized as follows:
1. In this research sample, in terms of the scope of kindergarten teachers’ curriculum decisions, there is a trend towards teachers making decisions autonomously. This trend should be complemented with a rise in teachers’ reflection ability.
2. Kindergarten teachers’ independence in curriculum decisions was influenced more by school environment variables and less by teachers’ individual variables.
3. The two components of reflection ability 1) “reaches a technical rationality” and 2) “ideas can be integrated and explained” were influenced by teachers’ individual variables. The four components of reflection ability 1) “steady and consistent”, 2) “tends to be concrete”, 3) “maintains a focus on important effects”, and 4) “ideas can be integrated and explained”, on the other hand, were influenced by school environment variables.
4. There exists a partial relationship between kindergarten teachers’ independence in curriculum decisions and teachers’ reflection ability. These two components of reflection ability 1) “philosophical reflection” and 2) “curriculum management” were related to independence in curriculum decisions, while the component “deliberation in the classroom” did not display a direct relationship with independence in decision-making.
Finally, based on the conclusions of this research, recommendations are proposed for educational administrators and organizations, for kindergarten administrators, for kindergarten teachers, and for future research. This research may be used as a reference for raising kindergarten teachers’ reflection ability.
Key terms: Kindergarten teachers；teachers’ curriculum decisions；teachers’ reflection ability
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