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1 念行例行行瑩

2 念行行行念行率異數立行論念行念年歷異行年年異念行度不不行念行 1

3 Abstract The purposes of this study were intended to investigate the circumstances and effective factors of early childhood teachers teaching beliefs and teaching behaviors in art education, and to explore the relationship between teaching beliefs and teaching behaviors of art education. The questionnaire used in this study included Teaching Beliefs Scale and Teaching Behaviors Scale. The studying objects were sampled by the method called stratified random sampling. There were 217 early childhood teachers in Tainan City involved in the survey, and 188 questionnaires were valid in 217 samples after examining. Therefore, the effective response rate was 86.64%. The collected data were analyzed by using descriptive statistics, independent-samples T test, one-way analysis of variance, Tukey s Post-hoc comparisons and Pearson s product-moment correlation. In addition, interviewing some teachers to understand the problems in art education were also proceeded in this research. The conclusions of this study were as follows: 1. In art educationteachers teaching beliefs and teaching behaviors were tended to be an open trend. 2. The teachers teaching beliefs were affected by age, gender, academic degree, major, school type, school location and school scale. 3. The teachers teaching behaviors were affected by age, seniority, school type, school location and school scale. 4. There was a mediate positive significant relationship between early childhood teachers teaching beliefs and teaching behaviors in art education. 5. The biggest problem distracted teachers in art education was the deficiency of creative time and materials. Key words:early Childhood Teacher, Art Education, Teaching Belief, Teaching Behavior 2

4 論說不數理樂領勞年領了異裡行料力料行了行行行念度力狀念行行念行領念行領了不念異了不行異念行說念行不念異不行異念行 3

5 念念行行念林念不念念念念念行來念歷連力理念念念理論念度見見念行行念念識識理論歷念見念歷歷藍林歷歷念念念蘭立念行理識行理念理 4

6 度行念歷理念了略量不念不異念異更念念兩理識益離理立念歷理勵不勵連理念度念不念來念良 5

7 念歷理狀理念量念參蘭立念識歷領識行量念來來論念行行了行劉歷參歷林不理行行理行歷念不歷來行行念行行念理行行類不略異說行理行量勵參論 6

8 不行念行行量異領行了理行領度行量異行行兩行識歷來行類念行念行念不念念行劉念行念兩念行聯念行連念行不念念行識異念行了識度都行念行念行行行 7

9 念略行不歷立良念行行念行理念行列念行念行念行念行念行念行念行度理論兩理論論理羅論力論論不劉理論理切降來理論易略了力來略不易劉 8

10 論論更劉論理念不更精神力度立例劉力領歷良量來了領領祥來領論若切聯易流來理論來力力論論理論來來理論理論精神說理論 9

11 理理理理行不兩什料料理料理理力行參理論料參念行行行料料論 10

12 念識歷年立年度參數行識歷立立六年度立率女立數兩念行參說 11

13 參理論行更料念行料年年參念識歷類行念了兩立度行見見切留留句立理率數度念數行數度度數數留料理不行立料理料異數 12

14 論念念念念量量度念念來數念數量數勵參數力行見行行量量度行來數歷數說歷念行量數利數 13

15 力念行異念異念量不年念異念異識不年念異不年年歷立異歷不歷念異不念異行異行量不年行異行異識不年年行異不年年行異歷不年行異不年年歷立異念行念行兩 14

16 度識兩度兩度歷兩度兩度念行念行識歷量念行識度念識行論行理識不不行參不識不行不年狀料淪歷度不理 15

17 力行力行數行領不不論論不年念識異歷念歷異念異不念識異念歷異不年年行識異年年行異不行異歷異念行度不不行來參 16

18 力不力若力了不參不立益論不度不行行留度量了了利類便念行領力來不狀不了不年力念說 17

19 來來更料行料來便行更更陸參念料念念行林例立論林北林理論復林念念念立論祥北來理論北來勞念行立論念行立論念論蘭立念行 18

20 藍念立論念行論劉北劉勞念立論 Bauch, P.1984.The impact of teachers instructional belief on their teaching Implication for research and practice. Paper presented at the annual meeting of the American educational research association,new Orleans. Clark, C. M., & Peterson, P. L Teachers thought processes. In M. C. Wittrock Ed. Handbook of research on teaching,3rd. New YorkMacmillan. WittrockEd., Handbook of research on teaching3rd ed. ( pp ). New YorkMacmillan. O Loughlin,M.(1989).The influence of teachers belief about Knowledge, teaching,and learning on their pedagogya constructivist reconceptualization and research agenda for teacher education.eric Document Reproduction Service No Tabachnick, R. B., & Zeichner, K. M The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 356, Tabachnick, B. R. & Zeichner, K. M. (1984). The development of teacher perspectivesfinal report.eric Document Reproduction Service No. ED Sigel, I. E.1985.A conceptual analysis of beliefs. In I. E. Sigel Ed., Parental belief systems : The psychological consequences for children. Hillsdale, NJ. 19

了立連立量領來例蘭便不數不論更更更力更參例來例見量度量量參論量行量量瑩理來錄量量不力省力立力量量量了量便錄錄錄料說省 6

了立連立量領來例蘭便不數不論更更更力更參例來例見量度量量參論量行量量瑩理來錄量量不力省力立力量量量了量便錄錄錄料說省 6 量領力不參劣說更省量量省狀切領量例類說留見省良料錄立料省力念了省良練理流論 5 了立連立量領來例蘭便不數不論更更更力更參例來例見量度量量參論量行量量瑩理來錄量量不力省力立力量量量了量便錄錄錄料說省 6 說量力量