Preschool Teachers' Promotion of Reading Activities
| Autor: | Chiu-Ling Chen, 陳秋伶 |
|---|---|
| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 This study aims to examine the current situation of how preschool teachers promoted the reading activity in Hsin-chu city by questionnaires as research tool. The targeted participants were preschool teachers from public and private preschools in Hsin-chu city. The total numbers of validated questionnaires was 431 with response rate of 84 percent. These responses were analyzed by using SPSS 22.0 statistical software to conduct factor analysis, descriptive statistics, Independent-sample test, one-way ANOVA, Scheffe's test, Chi-square test, and Pearson product-moment correlation. The results were as below: 1. Generally speaking, preschool teachers used six to eleven reading activities in class; among all reading activities which conducted at entire campus scale, the most frequent one was parent-child reading activity; among all reading activities at classroom scale, the most occurring one was story-telling reading by teachers. 2. Most perception degrees of difficulties which preschool teachers had encountered during the promotion of reading activities were normal, except the difficulty "community resource" which was the lowest. 3. The perception which teachers felt about the arrangement of reading environment in the classrooms was generally good, especially the perception of "the space and layout in language area" was the highest. 4. The preschool teachers' perception of reading attitude was generally good, especially "emotion" was slight higher than "behavior". 5. By concluding the analysis of the differences of teachers' personal variables among types and amounts of reading activities, it was found that there were no significant differences among the nature of schools, seniority, children's age distribution at classes where they teaches, and reading habits. 6. By summing up the analysis of the differences of teachers' personal variables in "frequency of reading activities", the result showed that there were seven activities with significant difference among all reading activities at entire campus scale; for the variable "nature of campus", nine activities among all at classroom scale showed significant difference. For the variable "seniority", there was one activity with significant difference among all reading activities at entire campus scale. For "age distribution", there were six activities with significant difference at entire campus scale and nine with significant difference at classroom scale. For teachers' reading habits, there was only one with significant difference as to the frequency of reading activities both at entire campus scale and at classroom scale. 7. By collecting the analysis of the differences of teachers' personal variables in attitude of reading activities, there were significant differences among the nature of schools, seniority, children's age distribution at classes where they teaches, and reading habits. 8. By gathering the analysis of the differences of teachers' personal variables in reading environment of classroom, it turned out that there was significant difference on the variable "seniority". 9. By summarizing the analysis of the differences of teachers' personal variables in predicaments occurring during the promotion of reading activities, the perception of difficulties "nature of campus" and "reading habits" showed significant differences. 10. There was a positive correlation between teachers' reading attitude and the reading environment of classroom; no significant correlation between teachers reading attitude and reading plights; low negative correlation between reading environment of classroom and plights of promotion. Lastly, based on the above mentioned, this thesis examines and proposes suggestions as references to preschool teachers, preschools, and further researches. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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