不同動物倫理取向教保服務人員之動物輔助教育信念與實踐

Preschool Teachers' Animal Ethics, Animal-assisted Education Beliefs and Practices

本文探究不同動物倫理取向之教保人員在動物輔助教育信念與實踐上的差異。本研究於臉書社團與LINE群組發送問卷，取得臺灣地區710份問卷，其中486位曾納入動物飼養活動。調查發現：（一）教保人員經常在動物輔助教育課程中納入生命教育；課程中教師會給予動物基本照顧，幼兒擔任協助者，但幼兒與動物互動的管理仍是難題；（二）依受試者在動物倫理題項的回答，可將其分為四種取向：動物權利、動物福利、關係主義或人類中心，符合文獻描述的類型；（三）不同動物倫理取向的受試者具相近的教育目標。實踐上，動物權利取向者會優先保障動物權益；動物福利取向者優先考量幼兒學習，同時滿足動物基本需求；關係主義取向者較不會將動物飼養融入教學，也缺乏對動物的管理及對幼兒學習的支持；人類中心取向者較忽視動物需求與動物的照顧。

This article explored the differences in beliefs and practices of animal-assisted education among preschool teachers with different animal ethics. An online survey was conducted, where questionnaires were linked to relevant social groups on Facebook and LINE. A total of 710 questionnaires were collected, of which 486 had included animal-assisted education in their curriculum. The survey found that: (1) Preschool teachers often incorporated the goal of life education in animal-assisted education curriculum; in their curriculum, the teacher gave basic care to the animals, and the children act as facilitators. Management of the interaction between the children and the animals was a challenge; (2) According to the teacher's answers to questions about animal ethics, the subjects could be divided into four animal ethical orientations: animal rights, animal welfare, relationalism or human-centered, which conform to the types described in the literature; (3) Teachers with different animal ethics hold similar animal-assisted education goals. In practice, teachers who emphasized in animal rights gave priority to taking care of classroom pets. Animal welfare-oriented teachers gave priority to children's learning needs while meeting the basic needs of animals. Relationist oriented teachers were less likely to integrate animal care activities into curriculum, and to provide supports for children's learning. Human-centered teachers tend to ignore animal needs and basic animal care.