隨著數位資訊科技的快速發展，21世紀的電腦科技產品已普遍應用於日常生活模式中，為人們帶來更舒適的生活環境。以電腦科學為基礎的運算思維能力，更是人們必須具備的一項重要素養。幼兒園開設的不插電程式語言學習課程，目的在於透過不插電的電腦科學幫助幼兒建立運算思維基礎能力，培養兒童未來的學習成就及適應21世紀生活工作環境的能力。幼兒園家長在傳統華人社會的教育學習的觀念影響下，心理信念因素將影響幼兒參與學前教育的學習導向。基於計畫行為理論 (Theory of Planned Behavior, TPB)，提出研究模型，本研究目的在於驗證幼兒園家長對於子女參與學習不插電程式語言課程的接受度模式，藉以瞭解家長接受度的影響因素。本研究是以家中就讀幼兒園子女的家長為研究對象，使用網路問卷調查法於2022年11月30日至12月30日，透過幼兒園和相關網路社群發放電子問卷，共收集316份有效的研究樣本資料。以Amos24.0統計軟體進行SEM之組成信度、收斂效度、區別效度、配適度及路徑分析來驗證本研究假設，結果顯示各項分析及整體模型配適度均符合要求標準。模型中各個自變數對依變數存在顯著的路徑影響關係，「期望心理」與「補償心理」會影響家長對於不插電程式語言課程的態度；「從眾心理」與「攀比心理」會影響到主觀規範；知識會影響知覺行為控制，而態度、主觀規範及知覺行為控制會顯著影響家長接受度。未來可以從家長對於子女的教育期望的心理著手，宣傳不插電程式語言課程對孩子未來的教育學習及社會成就之助益，提升家長接受度而讓幼兒盡早奠定應對21世紀生活工作所需運算思維的重要技能。

With the rapid development of digital information technology, computer technology products of the 21st century have been widely applied in daily life, bringing a more comfortable living environment for people. The computational thinking ability based on computer science is a crucial competency that individuals must possess. The introduction of unplugged programming language learning courses in kindergarten aims to help young children build a foundation in computational thinking through non-computer-based computer science, fostering their future learning achievements and the ability to successfully adapt to the 21st-century life and work environment. In the context of traditional Chinese society, where parents place a significant emphasis on their children's education, psychological beliefs will influence children's participation in early education learning. Based on the Theory of Planned Behavior (TPB), this study proposes a research model aimed at validating a model of acceptance among kindergarten parents regarding their children's participation in unplugged programming languages. The study targets parents with children attending kindergarten, using an online questionnaire survey conducted from November 30 to December 30, 2022. Electronic questionnaires were distributed through kindergarten and relevant online communities, collecting a total of 316 valid research sample data. The study then employed Amos 24.0 statistical software for Structural Equation Modeling (SEM) to validate the hypotheses, including composite reliability, discriminant validity, fit indices, and path analysis. The results indicate that all analyses and the overall model fit meet the required standards. Within the model, each independent variable has a significant path impact on the dependent variable. "Expectancy belief" and "compensatory belief" influence parents' attitudes toward unplugged programming language courses. "Conformity belief" and "comparison belief" impact subjective norms. Knowledge influences perceived behavior control, while attitudes, subjective norms, and perceived behavior control significantly affect parental acceptance. Future efforts can focus on parents' psychological expectations for their children's education, promoting the benefits of unplugged programming language courses for children's future educational learning and social achievements, enhancing parental acceptance, and allowing young children to establish essential computational thinking skills needed for the 21st-century life and work.

目錄	V
表目錄	VII
圖目錄	VIII
第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的與範圍	4
第三節 研究流程	5
第二章 文獻回顧	7
第一節 不插電程式語言	7
第二節 計畫行為理論	13
第三節 幼兒園家長的心理信念	16
第四節 研究變數間的關係與研究假設	28
第三章 研究方法	39
第一節 研究架構	39
第二節 資料收集與問卷設計	40
第三節 統計分析方法	43
第四章 實證統計分析	47
第一節 測量模型分析	47
第二節 結構模型分析	53
第五章 結論與建議	57
第一節 研究結論	57
第二節 實務建議	59
第三節 後續研究建議	61
參考文獻	63
一、中文文獻	63
二、英文文獻	66
附錄一、不插電程式語言教學紀錄	87
附錄二、調查問卷	91

表目錄
表3-1 家長心理信念因素量表題項一覽表	41
表3-2 家長接受度變數量表題項一覽表	42
表3-3 個人基本資料次數分配與百分比分析	44
表4-1 收斂效度分析表	49
表4-2 區別效度分析表	50
表4-3 模型配適度分析表	51
表4-4 研究假設驗證分析表	53

圖目錄
圖1-1 研究流程圖	6
圖2-1 理性行為理論模型圖	14
圖2-2 計畫行為理論模型圖	14
圖3-1研究架構圖	39
圖4-1 SEM測量模型圖	52
圖4-2結構模型圖	55

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