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Abstract[[abstract]]本研究旨在調查接受保母訓練課程學員之訓練現況以及對訓練課程規劃的需求，以期政府相關單位、培訓單位以及授課講師，日後在政策制定、課程安排規劃以及授課時能有所依據，以滿足受訓學員之需求，並保障各方之權益。 本研究採用問卷調查法，係以102年接受新北市保母訓練課程之學員為研究對象，以研究者依整理之文獻與分析、蒐集社會相關議題所編製之「接受保母訓練課程學員之現況與需求調查問卷」為研究工具，總計發放450份問卷，回收420份，經剔除基本資料填寫不全、劃記不清等廢卷22份，得有效問卷共398份，達88.4%。所得資料經描述統計、獨立樣本t考驗、單因子變異數分析等統計方式進行分析。研究結果如下： 一、不同背景變項受訓學員於受訓現況分析結論 1.在「受訓方式」部分，在不同背景因素之受訓學員，對於「完全依講義授課」的接受度普遍不高，且不同動機的學員在不同的授課方式下有顯著的差異，表示不同的動機，對課程的要求與期望值也會有所不同。 2.在「課程適用性」部分，不論受訓學員的性別、年齡、婚姻狀況、教育程度、保母年資以及受訓動機，對於所規劃的課程科目 (內容) 都認為對日後的保母生涯很適用、有幫助的，尤其是與嬰幼兒照護相關的科目。 3.在「受訓困難之處」部分，在年齡、婚姻狀況、教育程度及受訓動機上皆有多項呈顯著差異，表示不同背景的學員都有其需克服的地方，但從平均數來看，並未造成學員太大的困擾。 二、不同背景變項受訓學員於受訓需求分析結論 1.在「受訓方式」部分，不同背景因素之受訓學員，較不希望以「依講義授課即可」及「專題報告」之授課方式上課，且「為女兒媳婦即將生產，要親自照顧，且可領補助」者及「新手上路，先受訓，瞭解狀況」者與「為取得考丙級證照資格」者有顯著差異。 2.在「課程適用性」部分，不論受訓學員的性別、年齡、婚姻狀況、教育程度、保母年資以及受訓動機，對於所規劃的課程科目 (內容) 都認為對日後工作很有幫助，希望培訓機構能多提供相關資訊，尤其是與嬰幼兒照護相關的科目。 3.在「希望解決之問題」部分，不同背景因素之受訓學員，皆「希望有教學光碟可補課；不懂的課程，也能有教學光碟重複聽講 (最好能借回家看)」；而『用「函授」配合「面授」』與『用「線上教學」配合「面授」』這兩種授課方式之接受度亦低於『用「教學光碟」配合「面授」』的方式上課。但不論是『「函授」配合「面授」』、『「線上教學」配合「面授」』抑或是以『「教學光碟」配合「面授」』，大學畢業 (含以上) 者的接受度皆高於國中畢業 (含以下) 及高中畢業者，顯示教育程度在大學畢業 (含以上)者，較能接受接受各類型的授課方式。 4.在「其它建議」部分，學員希望課程內容能與實務接軌，並且希望講師能有系統的整理重點。而反應最多的，則是術科的時數、空間不足，在課堂上無法讓所有學員都實際操練，因此也希望術科部分能有「教學光碟」，以利學員回家自行練習。另外，也希望上課時間的安排不要太過緊湊，一方面對於上班族能有時間喘息，另一方面也需要時間消化上課的內容。 This study is for future policy-making, arranging training classes and teaching guides, based on the questionnaires of the trainees who are taking babysitting training programs to understand their learning status and requests. This is being done so that, government organizations, training groups and teachers have some ideas to satisfy the needs of students, and at the same time, to ensure the benefits of both sides. This study adopted a questionnaire format to use on students who attended the New Taipei City Babysitting Training Program in 2013. The research tool was entitled "The Questionnaire of the Status and Requests Made upon the babysitting training program for Trainees". We made this questionnaire in accordance with certain professional documents and analysis as well as some current popular topics in society. In total, we distributed 450 questionnaires and had 420 of them returned. After getting rid of 22 questionnaires with incomplete data and unclear marks, we had 398 valid questionnaires, which was about 88.4%. Then we analyzed the data with the Descriptive Statistics, Independent Sample t Test and ANOVA analysis. The results are as follows: A.The conclusions from analysis of the trainees from different variable backgrounds in the current program 1.In "The Training Method " section, most trainees from different variable backgrounds could not accept the teachers who always taught from the text book verbatim. It is obvious that trainees had different motivations leading to their asking for different learning ways. With different motivations, they had different requests and expectations for the training program. 2.In "The Suitable Class Programs" section, all trainees had the same idea that the contents of the babysitting program would be very useful and helpful for the future babysitting career no matter their gender, age, marriage status, educational background, babysitting experience or their motivations for taking this class. This was specially true of those subjects regarding how to take care of infants and young kids. 3.In "The Difficulties of the training program", the learning results had an obvious difference depending on the trainee's age, marriage status, educational background and training motivations. This meant that each trainee had to conquer their own personal weaknesses based upon their own personal background. Yet, for the average participant this part did not cause them too much trouble. B.The conclusions from analysis of the trainees from different variable backgrounds in different training requests 1.In "The Training Method" section, the trainees from different backgrounds did not want the old style ways of being taught such as "Teaching word by word from the textbook" and "Topic Presentation". There were three kinds of trainees that had obvious differences here. One group said that they would take care of the infants by themselves for their daughters or in-laws in order to get the government allowance. Another group said that new parents should desire to learn more knowledge in this field for their infants. And the final group said that they plan to get the basic license. 2.In "The Suitable Class Programs" section, all trainees had the same idea that the babysitting training program (the contents) should be very helpful for future babysitting and looked forward to getting more information from training organizations, especially the related subjects touching upon how to take care of infants. 3.In "The Questions that they want to be solved" section, all the trainees from different backgrounds hope that the organization would supply a teaching DVD for making up any class missed; and any part of a class they did not understand could be watched and listened to again using the DVD (the best way would be to all them to take it home). The best method of learning for the trainees was for the trainers to use the DVD to teach the trainees in person, as compared to using textbooks to teach the class and online teaching with the trainees. No matter which of the above three teaching methods was used by trainers, trainees who had bachelor degrees were better able to accept the teaching than those who had just graduated from high school, junior high or even elementary school. That means trainees with bachelor degrees are more accepting of different kinds of teaching methods. 4.In the "Other suggestions" section, all trainees hoped the theory of the babysitting program and the real life skills being taught could be connected well. At the same time, they wanted the trainers to give them a good, clear breakdown of the main point and ideas behind the contents of the training. Most trainees mentioned is that the hours spent working on the technical subject and the work space were not sufficient for everybody to practice. Therefore, they hope to get the DVD to practice more at home after class. In addition, they do not want the classes to be arranged too close together so that office workers will have more time to rest and digest what they have learned from the class.