建構兒童課後照顧服務中心班級經營指標之研究

文化大學機構典藏 CCUR > 社會科學院 > 社會福利學系暨社會福利學系碩士班 > 博碩士論文 > Item 987654321/33569

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题名:	建構兒童課後照顧服務中心班級經營指標之研究 A Study Construting Indicators of Classroom Management for After-school Child Care Service Centers
作者:	吳淑芬
贡献者:	青少年兒童福利碩士學位學程
关键词:	兒童課後照顧服務中心班級經營指標傳統德菲法 after-school child care service center classroom management indicator Delphi Method
日期:	2016
上传时间:	2016-08-15 10:39:14 (UTC+8)
摘要:	本研究旨在建構兒童課後照顧服務中心班級經營指標，首先經由文獻分析與進行訪談後之資料作為建構指標的依據，以及透過專家內容效度審題建構出兒童課後照顧服務中心班級經營指標之初稿。然後採行傳統德菲法之三回合問卷調查並取得共識後，最後藉以克-瓦二氏單因子等級變異數分析（H檢定）檢定第三回合德菲專家問卷調查結果之意見上是否有顯著差異，以瞭解其意見之一致性。最後，建立出兒童課後照顧服務中心班級經營指標。據此，本研究之結論如下：壹、兒童課後照顧服務中心班級經營指標包含五個層面、十個指標構面與六十三項指標細目。貳、兒童課後照顧服務中心之班級經營能力應包括事務管理、專業能力、環境管理、輔導活動、親師關係等五個層面。參、兒童課後照顧服務中心之班級經營指標，事務管理層面包含行政業務、班級事務等二個指標構面，共十三項指標細目。肆、兒童課後照顧服務中心之班級經營指標，專業能力層面包含專業知能、專業倫理等二個指標構面，共十一項指標細目。伍、兒童課後照顧服務中心之班級經營指標，環境管理層面包含環境規劃、班級氣氛等二個指標構面，共十四項指標細目。陸、兒童課後照顧服務中心之班級經營指標，輔導活動層面包含生活輔導、學習輔導等二個指標構面，共十四項指標細目。柒、兒童課後照顧服務中心班級經營指標，其親師關係層面包含親師溝通、親師合作等二個指標構面，共十一項指標細目。捌、運用傳統德菲法方式建構兒童課後照顧服務中心之班級經營指標有其優點與限制。 The purpose of this study is to construct indicators of classroom management for after-school child care service centers. To do this, it first bases upon literature review and personal interview data, and sets up draft indicators after experts’ review of the contents. It then adopts traditional Delphi Method’s 3-round questionnaires to reach consensus. Finally, through Kruskal-Wallis one-way analysis of variance by ranks (H test) to verify if there is any significant variance in the results of Delphi Method’s third round questionnaire for the consistency of experts’ opinions, the indicators of classroom management for after-school child care service centers can be thereby constructed. Accordingly, the conclusion of this study is as follows: (1) the indicators of classroom management for after-school child care service centers include 5 dimensions, 10 indicator facets, and 63 indicator items; (2) the classroom management capabilities for after-school child care service centers should include 5 dimensions which are general affairs management, professional capability, environment management, counseling activity and parent-teacher relationship; (3) the general affairs dimension of management indicators includes administrative works and classroom affairs facets, further divided into 13 indicator items; (4) the professional capability dimension includes professional knowledge and skills and professional ethics facets, further divided into 11 indicator items; (5) the environment management dimension includes environment planning and classroom atmosphere facets, further divided into 14 indicator items; (6) the counseling activity dimension includes living counseling and learning counseling facets, further divided into 14 indicator items; (7) the parent-teacher relationship dimension includes parent-teacher communications and parent-teacher cooperation facets, further divided into 11 indicator items; (8) there are advantages and limitations by applying traditional Delphi Method to construct indicators of classroom management for after-school child care service centers.
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