鼓勵很難嗎？幼教師資生在正向教育鼓勵技術方案之學習受益

Learning Benefits of Positive Education Encouragement Programs for Preschool Education Students

本研究探討幼教師資生在正向教育鼓勵技術方案之課室學習、實作實踐及反思回饋的學習經驗，進一步理解鼓勵所產生的相關效益。正向教育鼓勵技術方案共4週，每週2小時，共8小時。研究參與者為北部某公立大學幼教系二年級師資生55位。研究方法採現象學。研究結果有三：首先，鼓勵的重點在優勢的發揮與價值的傳遞，鼓勵技術之落實是對事件的多元理解並回應孩子的特質。第二，同理心是鼓勵的前鋒與平台、鼓勵能激發孩子對自己與他人的正向遷移、接續性鼓勵具有翻轉的效益。第三，鼓勵創造了師生同盟，也成就了一個彼此看見的正向循環。

The present study examined the learning experiences of 55 second-year preschool education university students in a positive education encouragement program. The program lasted 4 weeks, with one 2-hour session per week. The study adopted a phenomenological methodology and yielded three findings. First, encouragement is rooted in the development of strengths and the transmission of values and based on a multiperspective understanding involving experience and child characteristics. Second, although empathy is a crucial antecedent to encouragement, continual encouragement weakens or reverses its effects. Finally, encouragement creates a shared teacher–student vision and a virtuous cycle of viewing others positively.