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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31329

    Title: 幼稚園閱讀教學推廣之研究 : 以臺北市閱讀種子學校附設幼稚園為例
    Other Titles: A research on the diffusion of reading instruction in the Taipei kindergartens : cross-sites case studies
    Authors: 張怡雯;Chang, I-wen
    Contributors: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    Keywords: 創新傳播;閱讀教學;幼稚園;Innovation diffusion;Reading instruction;Kindergartens
    Date: 2006
    Issue Date: 2010-01-11 00:32:25 (UTC+8)
    Abstract: 本研究旨在從幼稚園教師的觀點,瞭解台北市閱讀種子學校之幼稚園進行閱讀教學推廣的過程與教師對於閱讀教學之做法。
    The purpose of the study is to investigate the diffusion process and implementation of reading instruction in Taipei kindergartens from the perspectives of kindergarten teachers. The investigation was conducted by interviews and document analysis from eleven kindergarten teachers of four elementary school affiliated kindergartens. The analysis was based on the theories of innovation diffusion process in organization, three stages and effects of educational changes, as well as innovation configuration.
    The findings of the research are summarized as below:
    1) Teachers in kindergartens experienced the organizational diffusion stages of “redefining/restructuring” and “routinizing”, however the stages of “matching” and “clarifying” were not in the place.
    2) The major ways of implementing reading instruction in kindergarten were “reading with parents” and “teaching with children’s book”.
    The suggestions are summarized as follows:
    1. For the adoption of reading instruction by the teachers in kindergartens
    1) Teachers need more principal knowledge of the reading instruction.
    2) Teachers need to form a common consensus on the detailed descriptions of the reading instruction.
    3) Kindergarten managers or teachers who assist in diffusion of reading instruction need to attend trainings and obtain resources for the diffusion.
    2. For the future research
    1) There is need to investigate teacher’s prior knowledge of reading instruction and how it influences teacher’s practice of reading instruction.
    2) There is need to investigate the long term effects of reading instruction, since it has been diffused for six years.
    3) There is need to study the resistance, rejection, discontinuance or adoption of reading instruction in different kindergartens.
    4) There is need to study innovation diffusion of reading instruction from perspectives of change agency, in order to know the planning of diffusion and configuration of reading instruction.
    5) There is need to study the leadership style of principals or kindergarten managers, in order to know the result of adoption of reading instruction.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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