教師教學脈絡效應對幼兒助人行為之跨層次影響：以階層線性模式分析

Cross-Level Effects of Teachers’Instructional Context on Preschool Children’s Helping Behavior: A Hierarchical Linear Modeling Analysis

本研究旨在探討教學行為、品德教育環境與幼兒助人行為之關係，並了解教學行為和品德教育環境對幼兒助人行為之影響。研究採量化調查設計，蒐集38個機構、204名教保服務人員及其所屬615名幼兒之資料，並運用階層線性模式（Hierarchical Linear Modeling，HLM）進行跨層次分析。結果顯示，教師教學行為對幼兒助人行為具有顯著正向影響，而品德教育環境影響未達顯著水準。教師整體教學行為透過群體脈絡效應影響幼兒助人行為，凸顯班級整體教學氛圍在促進幼兒利社會行為中的重要性。並根據研究發現，提供實務課程規劃之參考，以及對機構和幼兒教育提出相關建議。

This study investigated the relationships among teaching practices, moral education environment, and young children’s prosocial behavior, and examined the effects of teaching practices and moral education environment on children’s prosocial behavior. A quantitative research design was employed, with data collected from 38 early childhood education centers, 204 early childhood educators, and 615 children. Hierarchical Linear Modeling (HLM) was used to conduct cross-level analyses. The results revealed that teaching practices had a significant positive effect on children’s prosocial behavior, whereas the moral education environment did not show a significant effect. Furthermore, overall teaching practices influenced children’s prosocial behavior through group-level contextual effects, highlighting the critical role of classroom teaching climate in fostering prosocial development. Based on the findings, implications for practical curriculum planning and recommendations for early childhood institutions and education practices are proposed.