碩士 ; 國立政治大學 ; 幼兒教育所 ; 98157015 ; 99 ; 蒙特梭利教育推行逾百年，至今屹立不搖，主要有賴蒙特梭利以科學方法發現了幼兒成長的原理和法則，其以幼兒為中心，將教學法劃分為三個要素： (1)預備的環境，(2)教師，(3)教具，透過三者相輔相成，引導幼兒學習。不過，蒙特梭利教育目前仍被視為另類教學，人們擔心蒙氏幼兒教育缺乏情感、創造力與人際互動的學習，並對蒙氏幼兒教育是否能與小學教育接軌感到疑慮。對此，中華民國蒙特梭利教師協會在2007年慶祝蒙特梭利教育100周年紀念特刊中指出許多追蹤研究顯示，蒙特梭利孩子除了在課業成績表現優異外，在主動學習、人際關係、情緒管理上也優於一般小孩。由於近十餘年來，「幼兒就學準備度」的觀念日趨重視，教育部正積極編訂的「幼兒園教保活動及課程大綱」也特別重視幼小銜接，因此，研究者將從幼兒就學準備的觀點，探討蒙特梭利教育。本研究首先採用文獻分析法探討蒙特梭利教育與就學準備度的共同脈絡，並依據探討之結果，建構「蒙特梭利教育與五歲幼兒就學準備度評量對照表」，進而運用問卷調查進行專家效度之檢視，以做對照表的修訂。接續研究者使用調查研究的方式，評量接受蒙特梭利教育之幼兒的就學準備度，將蒐集的資料進行統計及分析。本研究所使用的統計方法包含描述性統計分析、交叉表（Crosstabs）與卡方檢定（Chi-square test）、皮爾森積差相關(Pearson’s product -moment correlation)、斯皮爾曼等級相關（Spearman's rank correlation）、t考驗（t- test）與單因子變異數分析(one way ANOVA)。研究結論如下： 壹、蒙特梭利教育與五歲幼兒就學準備度評量對照表的對應度高，顯示五歲幼兒就學準備度評量表中所關心的幼兒行為能力，與蒙特梭利幼兒教育的教學內容高度相符。初步反映蒙特梭利教育的內容符合我國幼兒教育對幼兒基本能力之要求與發展，有利我國幼兒發展入小學前的就學準備。 貳、本研究所取樣就讀蒙特梭利幼兒園之幼兒，具有良好的就學準備度。 參、就學準備度差異存在於幼兒就讀/非就讀蒙特梭利幼兒園之間，其中以幼兒就讀蒙特梭利幼兒園之就學準備度較高。 肆、蒙特梭利兒童背景變項中，蒙特梭利幼稚園與托兒所在「健康與身體領域」、「認知數理邏輯與科學領域」的就學準備度達顯著差異；幼兒就讀蒙特梭利幼兒園年數與就學準備度無顯著相關；不同性別的蒙特梭利幼兒就學準備度無顯著差異。 伍、蒙特梭利教師背景變項中，蒙特梭利教師大班(含混齡)教學年資與「健康與身體領域」、「語言與溝通領域」、「認知數理邏輯與科學領域」、「認知文化藝術領域」、及「整體」的就學準備度有顯著正相關；蒙特梭利教師最高學歷與幼兒就學準備度有顯著正相關；不同蒙特梭利教師證照別之幼兒就學準備度無顯著差異。 最後，根據上述研究結論針對實務面以及未來研究提出建議。 ; Montessori education has developed for over a century, mainly due to Montessori found the early childhood development principles and rules by the scientific method. She advocates child-centered,and there are three elements of Montessori education：(1)prepared environment, (2) teachers, (3) teaching aids, through the three to guide children's learning. However, in Taiwan, people worried about that Montessori education is lack of emotional, creativity , interpersonal learning, and the transition with primary education, therefore Montessori education is still being considered as an alternative education. In this regard, Montessori Teachers Association of the R.O.C pointed many longitudinal study shows that Montessori children perform better than the traditional-education children in many ways of academic achievements, active learning, interpersonal relationships, and emotional management. Nowadays, the concept of " school readiness " becomes more important, and the Ministry of Education is actively compiling the "Guidelines of Nursery Education Activities and Security Curriculum " which is particularly imply the importance of transition program. Thus, this study proposes to investigate Montessori education from the perspective of school readiness. First , researcher explored the common context of Montessori education and school readiness by document analysis, then based on the results to construct "The corresponding table of Montessori education and five-year-old children school readiness assessment “, and corrected the table by expert validity. Finally, assess the Montessori children's school readiness in actually. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and one way ANOVA. The results were summarized as follow: A."The corresponding table of Montessori education and five-year-old children school readiness assessment “ is highly corresponded, show they concerned the same capacity of children. Initially reflected Montessori education conform the basic development requirements of Taiwan early child education, and could help children get ready into primary school. B. Montessori children in this study sample get good school readiness. C. There is significant difference towards the school readiness between children study /non-study Montessori kindergarten. D. There is significant difference towards school readiness of “physical health and development domain”、”mathematical logic and cognitive science domain” between Montessori kindergartens and Montessori child care；there is no significant correlation between children’s school year in Montessori kindergarten and children’s school readiness；there is no significant difference towards the school readiness between boys and girls. E. There is significant correlation in “physical health and development domain”、”language and communicate domain”、” mathematical logic and cognitive science domain”、” cultural and artistic domain” and ” overall average” between school readiness and the years of teaching five-year classes (ambiguous age)；there is significant correlation between school readiness and the highest degree of Montessori teachers；there is no significant difference towards the school readiness between the teachers with different Montessori teacher license. ; 第一章 緒論……………………………………………………………………1 第一節 研究背景與動機……………………………………………………1 第二節 研究目的與待答問題………………………………………………4 第三節 名詞釋義……………………………………………………………5 第四節 研究限制……………………………………………………………6 第二章　文獻探討 …………………………………………………………… 7 第一節　蒙特梭利教育…………………………………………………… 7 第二節　幼兒就學準備度…………………………………………………… 26 第三節　初探蒙特梭利幼兒教育與幼兒就學準備度……………………… 40 第三章　研究設計與實施…………………………………………………… 49 第一節　研究流程與架構…………………………………………………… 49 第二節　研究對象 ……………………………………………………………51 第三節　研究工具 ……………………………………………………………54 第四節　研究程序 ……………………………………………………………57 第五節 資料處理與分析方法 ………………………………………………59 第四章 分析結果 第四章 分析結果 …………………………………… 61 第一節 蒙特梭利教育與五歲幼兒就學準備度評量對照表之建構 ………61 第二節 蒙特梭利五歲幼兒就學準備度之分析 ……………………………72 第三節 幼兒就讀/非就讀蒙特梭利幼兒園之就學準備度比較……………88 第五章 結論與建議 ………………………………………………………… 91 第一節 結論與討論 …………………………………………………………91 第二節 建議 ………………………………………………………………96 參考文獻…………………………………………………………………………99 中文部分…………………………………………………………………………99 英文部分…………………………………………………………………………101 附錄一：蒙特梭利教育與五歲幼兒就學準備度評量對照表 ………………105 附錄二：「蒙特梭利教育與五歲幼兒就學準備度評量對照表」之修正歷程129