教保服務人員在身體動作與健康領域教學實務及專業成長需求之研究

The Research of Preschool Inclusive Education Classes for Staff in the Field of Health and Body Movement and Professional Development Requirements

目的：本研究旨在瞭解新北市學前融合班教保服務人員在身體動作與健康領域教學實務及專業成長需求之關連性。方法：以自編「融合班教保服務人員在身體動作領域之教學實務（含教學原則與評量原則）及專業成長需求（含行政/相關專業資源、影響因素、成長動機、專業成長型態、課程活動需求）之調查問卷」為研究工具，並以新北市公立幼兒園學前融合班之教保服務人員為研究對象，採方便取樣方式共發出350 份問卷，回收有效問卷332 份；調查所得資料以結構方程模式加以分析。結果：教保服務人員在身體動作與健康領域教學實務及專業成長需求模式，經過結構方程模式分析後具有良好收斂效度、區別效度、模型適配度。結論：身體動作與健康領域教學實務對教保服務人員身體動作領域專業成長需求具有顯著正向的影響。

Purpose: The aim of this study is to understand the teaching practices in New TaipeiCity’s pre-school inclusive education classes in the field of physical movement andhealth, and relevant circumstances in professional development requirements for thesestaff. Methods: This research is based on information gathered from a questionnaire on''The status of teaching practices in the field of body movements (Include teachingprinciple, principles of assessment) and professional development requirements (Includeadministrative and related resources, Influencing factors, growth motives, facets ofprofessional growth patterns, and in the demand for curricular activities)”. Thequestionnaires for the study were issued to, and completed by, staff from New TaipeiCity’s public kindergarten inclusive education classes. To facilitate sampling a total of350 questionnaires were issued, with 332 valid questionnaires being returned using aconvenience sampling method. The data consisted of SEM. Results: The teachingpractices in pre-school inclusive education classes in the field of physical movementand health and relevant circumstances in professional development requirements forthese staff, have good convergent validity, discriminant validity and goodness of fitmodel after the structural equation model analysis. Conclusion: Preschool inclusiveeducation classes for staff in the field of health and body movement of professionaldevelopment requirements have a significant positive impact.