A Survey and Research on Kindergarten Mathematical Instruction and Curriculum Decision-Making---A Case Study of Hsinchu County

• Main Authors: Xiao Huiwen, 蕭蕙雯
• Other Authors: Guo Lizongwen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/657bgn

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 99 === A Survey and Research on Kindergarten Mathematical Instruction and Curriculum Decision-Making---A Case Study of Hsinchu County Abstract This research took the 5 years-old class teachers of public and private kindergartens accredited in Hsinchu County as the investigation subjects, with the purpose to understand the status of Hsinchu County's kindergarten mathematical instruction and the curriculum decision-making factors, as well as to compare the differences of mathematical instruction and curriculum decision-making due to the kindergarten teachers’ background variables. In this research, a total of 177 questionnaires got 126 valid questionnaires, with the effective return rate as 71%. The methods used in the questionnaire included percent frequency distribution, chi-square test, t- test, one-way MANOVA and one-way ANOVA. Through the SPSS12.0 statistical analysis of the retrieved questionnaires, the conclusions have been obtained as the following: I. The status of mathematical instruction (1) 85% of the teaching periods per week were more than 31 minutes; it usually refers to the textbooks with self-edited content to compile the teaching material; curriculum objectives are mainly based on “Children Development”; the most common teaching method is “Teaching with Props”; the most common teaching pattern is “Large-group teaching”; the evaluation method is represented with “Practical Operation”. (2) "Graphics and Space" and "number and quantity" were the most common content in kindergarten mathematical instruction, while the content of "data analysis and the probability” was seldom in kindergartens. II. The differences of mathematical instruction due to the kindergarten teachers’ background variables (1) Among the kindergarten teachers’ background variables, the implementation of mathematical instruction was not correlated with "age", "education level", " training hours" and "mathematics experiences", while it was related to the "years of employment ", "location of the kindergarten", and "type of the kindergarten". (2) Among the kindergarten teachers’ background variables, the content of mathematical instruction was not correlated with "age", "education", "study hours", "the nature of accreditation", and "location of the kindergarten", while it was related to "mathematics experiences", and " years of employment ". III. Among the mathematics curriculum decision-making factors, the highest overall score went to “physical and mental development of children”, the lowest was “the support of academic theory”. IV. The mathematics curriculum decision-making of the kindergarten teacher was not correlated with the following background variables, "age", education", "years of employment ", "study hours", "the nature of accreditation", "location of the kindergarten", and "mathematics experiences".