幼兒園關懷文化的建立：以教師班級經營策略為例

Understanding Preschool Teachers' Strategies of Creating Caring Culture in Their Classroom Management

在過往的幼兒園班級經營相關文獻中，除了說明班級經營的方法外，亦強調未來探究班級文化的實踐，以及文化價值觀對其影響之重要性。華人儒家文化以「仁」的教育觀為核心，重視關懷的態度與行為；同時在時代的變遷下，文化的價值觀重新被建構與詮釋。基於此，本研究認為探究幼兒園教師之關懷的教學策略有其必要性。本研究透過訪談四位幼兒教師的資料，瞭解教師班級經營中建立關懷文化的方法。教師建立班級關懷文化的方法包括：（1）從以身作則與聆聽幼兒生活分享來建立師生關係、（2）從班級的規定、生活事件與鼓勵的氛圍建立關懷的班級、（3）從選擇相關的教材教法來培養幼兒關懷的態度與行為、與（4）運用口頭分享、社群平台與全園性活動進行親師溝通。本研究結果延伸過去幼兒園班級經營研究的需要，並回應社會時代變遷之教育研究議題，呈現幼兒教師如何傳遞或重新詮釋華人文化價值的觀點與實踐，呈現教室生活中的關懷樣貌。

In addition to explaining the methods of classroom management, previous researchers emphasized exploring class culture in the future and the importance of the influence of cultural values on it. Confucian culture takes the education concept of ＂benevolence＂ as the core and attaches great importance to the attitude and behavior of caring. At the same time, with the changes of the times, cultural values have been re-constructed and interpreted. Based on this, it is crucial to explore the preschool teachers' strategies of constructing caring culture in class. Through interviews with four preschool teachers, we explored their strategies of creating a caring culture in their classroom management. The results of this study showed that the teachers' strategies included: (1) building teacher-student relationships by leading by example and listening to children、(2) creating a caring atmosphere from class rules, life events, and verbal encouragement、(3) cultivating young children's caring attitudes and behaviors from selecting relevant teaching materials、and (4) using oral sharing, social media and school-wide activities to communicate with parents about caring. The results of this study extended the needs of past research of preschool classroom management and respond to educational research issues in the changing times of society. It presented the views and practices of how preschool teachers transmit or reinterpret Chinese cultural values and presented the appearance of care in classrooms.