第五章 結論與建議
第二節 研究建議
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第二節 研究建議
壹、實務建議
一、均衡幼兒與教師及同儕互動的機會
研究分析與討論中，發現許多教室的活動安排在上午過於偏向團體或者個別 活動，造成互動機會減少，因此建議教師在半日的活動安排盡量均衡團體及個別 活動的次數。此外，教師應隨時準備好與幼兒展開互動，並延續幼兒的話題，增 加與幼兒動的機會。
二、幼兒教室互動品質的提升
研究分析與討論中，發現不同活動型態會影響幼兒的教室互動品質，其中主 題教學、自由活動與學習區的幼兒教室互動品質高於其他課程內容，因此，教師 可以多提供相關活動，提升整體教室教學品質。
三、工具的相互搭配
在研究分析與討論中，發現幼兒教室互動品質(inCLASS)可以幫助教師快速理 解幼兒在教室的學習狀態，並透過教室教學品質評量表(CLASS)幫助教師之能的 增進，透過此兩者工具的使用，有助於整體幼兒園品質的提升。
（一）inCLASS 協助教師理解幼兒學習狀態
inCLASS 是以幼兒角度出發的評量表，這是國內外教育現場少數以學習者 為主體的評量工具。inCLASS 能協助教師理解幼兒的學習狀態，避免直觀的印象 或思考方式，落入單一價值判斷。透過此工具，教師可較有結構及系統性地理解 幼兒的學習狀態，不僅能給予幼兒即時的協助，也能幫助教師隨時反思教學過程 與彈性調整，藉此提升幼兒的學習品質。
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（二） CLASS 協助教師理解自身教學品質
教師藉由 CLASS 工具完整細緻的面向及架構，能夠培養自身對於現場全 局的敏感度，以及教學過程中系統性的邏輯思維模式。由於 CLASS 提供的評量 結果具體明確，可提供教師認知自身的教學盲點，省思教學可再加強之處，逐步 修正師生互動與教學內容，確保幼兒教室教學品質。
（三）運用評量工具的回饋機制
CLASS 與 inCLASS 測量工具之搭配，除了當天現場觀察評量的初步結果 與教師討論、釐清，幫助教師即時了解自身的教學狀況之外，研究者可在資料分 析後，再回到教室給予教師更細緻完整的回饋，以協助教師了解可改善之面向與 擬定改善方法。此二者評量工具具自我審視的回饋機制，確實能提升幼兒園教室 中師生互動的品質。
貳、後續研究建議 一、研究時間
本研究僅對臺北市公私立幼兒園的 30 個班級進行一次的觀察與紀錄，為使 觀察結果更具可靠性，建議未來研究者可以擴大觀察區域及每班觀察紀錄的次 數。
二、研究方向
(一) 不同活動型態下，幼兒教室互動品質的行為特徵
本研究發現幼兒在不同活動型態下會有不同教室互動的表現，然而因本研究 以檢核表的方式進行幼兒教室互動品質的評量，難以仔細描述幼兒在不同活動型 態下的互動特徵，建議未來研究者可以此為方向進行研究。
(二) 幼兒互動品質與幼兒能力發展之間的關係
本研究在進行文獻探討時發現，幼兒的互動品質與其能力具有互相牽動的關
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(三) 教室師生比例的研究
本研究發現，若以幼兒的角度觀看幼兒與教師互動的頻率非常低，然而以 教師的角度觀看師生互動則發現教師其實經常的與幼兒互動，較合理的解釋及 為師生比例的問題，因此建議未來研究者可以朝此方向研究。
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Leyva, D., Weiland, C., Barata, M., Yoshikawa, H. S., Catherine, T. E., Rolla, A.（2015）
Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes
智利 DiPerna, J. C.
（2014）
Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System
（CLASS K-3） Hamagami, A., Pianta, R. C., Howes, C.
（2012）
Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
美國 11 個州
Pakarinen, E., Lerkkanen, M-K., Poikkeus, A-M., Kiuru, N., Siekkinen,
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
芬蘭
‧
M., Rasku-Puttonen,H., Nurmi, J-E.
Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool
Classrooms
美國東北部和
Teachers' Language in Interactions: An
Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms
美國 Burstein, K.（2014）
CLASS Reliability Training as Professional Development for Preschool Teachers
美國
Stability and change in early childhood classroom interactions during the first two hours of a day.
“Practice What You Preach”: Teachers’
Perceptions of Emotional Competence and
美國
‧
Emotionally Supportive Classroom Practices 力 發 展 的 關 係。
情緒以及發展正向情緒。
Pakarinen, E., Lerkkanen, M., Poikkeus, A., Siekkinen, M., &
Nurmi, J. （2011）
Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre-skills.
美國
Dobbs-Oates, J., Kaderavek, J.N., Guo, Y., & Justice, L.M.
（2011）
Effective behavior management in preschool classrooms and children’s task orientation:
Enhancing emergent literacy and language development.
Burchinal, M., Vandergrift, N., Pianta, R., &
Mashburn, A.
（2010）
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten
programs.
‧
Rimm-Kaufman, S. E,Curby, T. W, Grimm, K. J., Nathanson, L.,
& Brock, L. L.
（2009）
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
美國
Peer effects on children’s language achievement during pre-kindergarten.
美國
Burchinal, M.
（2008）
Measures of Classroom Quality in
Prekindergarten and Children’s Development of Academic, Language, and Social Skills.
美國
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O.
（2008）
Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs.
美國
‧
The Individualized Classroom Assessment Scoring System （inCLASS）: Preliminary reliability and validity of a system for
observing preschoolers' competence in classroom interaction
20 間教室
40 位教師
164 位幼兒
檢測 inCLASS 信效度
inCLASS 具有評分者信度與 結構、校標關聯效度，可以 提供現場做為評量工具。
Booren, L. M., Downer, J. T., & Vitiello, V. E.
（2012）
Observations of children's interactions with teachers, peers, and tasks across preschool classroom activity settings
44 間教室
Vitiello, V. E., Booren, L. M., & Downer, J. T., Williford, A. P.
（2012）.
Variation in Children's Classroom Engagement Throughout a Day in
Preschool: Relations to Classroom and Child Factors
84 間教室
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Kangas, Jonna; Ojala, Mikko; Venninen, Tuulikki（2015）
Children's Self-Regulation in the Context of Participatory Pedagogy in Early Childhood Education
125 間教室教
Children's engagement within the preschool classroom and their development of
behavioral self-regulation.
341 位幼兒 自主學習 幼兒積極參與跟教師的互動
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Observations of children’s engagement with teachers, peers, and tasks: Applicability of the Individualized Classroom Assessment Scoring System in diverse preschool settings.
檢測 inCLASS 的信效度
inCLASS 是一個具有衡等性 的評量工具，是能夠評估教室
Typologies of preschoolers’ engagement with teachers, peers, and tasks and their associations with school readiness.
381 位幼兒 確認 inCLASS 模型
381 位幼兒 確認 inCLASS 模型