兩位幼教師之管教策略及其對幼兒品格期望之關係

Two Preschool Teachers’ Discipline Strategies and Their Character Expectation for Young Children

本研究目的在探討幼教師運用管教策略及其對幼兒品格行為期望之間的關係，採質化研究的方式進行，透過觀察兩個班級的資深幼教師課室教學紀錄、研究者自編之幼教師\r的管教策略觀察表與訪談等方式，蒐集為期八週的現場資料，並以主題分析法進行資料分\r析，歸納出兩位幼教師的管教策略及其對幼兒品格期望之間的關係。研究主要發現如下：\r一、 幼教師會以正向管教為先，未達教師期望時，也會使用負向管教，顯示幼教師在輔導幼兒行為過程中，會使用正向與負向的管教策略。其中，正向管教策略包含認知、環境\r與追蹤策略等，負向管教策略則有使幼兒身心感到不舒服的作為，包括責罵、罰站等。此\r外，研究發現幼教師會依據幼兒活動前、中、後實施多元的管教策略。二、 幼教師對幼\r兒的管教策略及其對幼兒品格的期望關係密切，本研究發現，幼教師的管教策略及其對幼\r兒品格之期望環環相扣，幼教師認為品格內涵「對自己」向度最為重要。為了使幼兒有良\r好的品格行為，會因品格目標不同而採取不同的管教策略，以達到其對幼兒的品格期望，\r其中又以正向管教策略為多。\r本研究依據上述研究結果進一步提出建議，供幼教師及未來研究者參考。

This qualitative research concerned about the relationship between two preschool teachers’ discipline strategies and their character expectations to preschoolers. Two teachers from two preschools participated in this study. Data was collected from “The discipline strategies observation checklist”， classroom observation records and interviews during eight weeks. The results showed that teachers used positive discipline strategies first to help children to learn good behaviors. Those positive strategies included teaching children to understand character concepts， created warm atmosphere in classroom， and checked children’s behaviors constantly. Besides， the preschool teachers’ discipline strategies were closed to their character expectations to children. The personal character was the most important dimension for preschool teachers. Moreover， teachers used multiple positive discipline strategies due to different character goals. These findings have some implications for preschool teachers and researchers.