A Study on the Picture Books Teaching Process of Preschool and Kindergarten Teachers

• Main Authors: Hsiu-Chuan Kuo, 郭秀娟
• Other Authors: 蔡淑苓
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/78357063121101371097

碩士 === 台南科技大學 === 生活應用科學研究所 === 98 === Abstract The study was aimed at discussing the teaching process of preschool and kindergarten teachers in teaching picture books and how preschool and kindergarten teachers of various background variables differed in the teaching process of teaching picture books. To achieve the aim, the study adopted literature review, questionnaire survey to conduct the research. Subjects of the study were teachers working for public and private kindergartens along with preschools in Tainan City and County. The purposive sampling of the study was 63 kindergartens and preschools with 341 teachers in total. The study also edited a questionnaire, “The Survey of the Teaching Process of Preschool and Kindergarten Teachers in Teaching Picture Books,” as the research instrument and issued 470 copies in total. 341 copies of the questionnaire were returned and the response rate was 73%. The data analysis was conducted by means of descriptive statistics, t test, and one-way ANOVA. Important results and findings of the study were listed as follows: I. The situations happen in the teaching process of preschool and kindergarten teachers in teaching picture books. (A) Stage of Warming: In the warming process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as the selection of picture books and classroom decoration. (B) Stage of development activities: In the development activities process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as the teaching strategies and skill operation. (C) Stage of integrated activities: In the integrated activities process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as skill operation, sharing and discussion. In addition, the preschool and kindergarten teachers also ‘sometimes’ ‘often’ come across difficult situations. II. How preschool and kindergarten teachers of various background variables differ in the teaching process of teaching picture books. Preschool and kindergarten teachers in the teaching picture books of whole teaching process, there were significant differences in "type of preschool, age, education, job title, Years, teaching classes, the monthly number of teaching". There were no significant differences in "sex, with / without children, service area, with / without evidence of kindergarten teachers, with / without nanny certificate". Among others, public preschools, age 31 years old, kindergarten teachers and preschool teachers, six or more years seniority, teaching in high classes, teaching more than five times a month of preschool and kindergarten teachers, the scores were higher than preschool and kindergarten teachers of private preschools, age 25 years young, assistant of preschool teachers, five or less years seniority, teaching a small child classes, teaching less than four times a month in the teaching picture books of whole teaching process. At last, the study stated its suggestions based on literature review and the research results as a reference for other relevant studies in the future.