幼教師對正向管教之教學信念與策略研究

Preschool Teachers' Beliefs and Teaching Strategies Regarding Positive Discipline

陳寧容(Ning-Jung Chen)

《長庚科技學刊》 15期 (2011/12) Pp. 63-80

https://doi.org/10.6192/CGUST.2011.12.15.5

摘要

本研究之目的在瞭解幼教師對正向管教之教學信念與教學策略。以質化研究方式進行，研究對象為台北市某一績優托兒所內的三位教師。收集資料包括研究者觀察記錄、研究者省思札記，以及半結構訪談等。研究時程從2011年五月至十二月。經過主題分析結果有下列發現：一、幼教師對正向管教持肯定的態度；認為正向管教的內涵就是尊重孩子身心發展的管教方式；教師的人格特質傾向溫暖親切者，園所正向的支持氣氛，以及自身教學經驗是使教師進行正向管教的動力。二、幼教師在幼兒健康照護、幼兒與他人互動，及幼兒與環境互動等的輔導行為中，可以歸納出認知鷹架、環境鷹架，以及追蹤成效等正向管教策略。三、幼教師正向管教的信念會使正向管教落實，正向管教的成功經驗會使教師更堅定其信念，兩者是一個相互循環的歷程。依據研究結果提出建議供讀者參考。

關鍵字

幼教師 ； 正向管教 ； 教學信念 ； 教學策略

並列摘要

The purpose of this study was to explore preschool teachers’ teaching strategies and their beliefs about positive discipline. A qualitative research methodology was undertaken to collect the information on the research topic. Three preschool teachers were invited to participate in this study. Data were collected over the course of two months through face-to-face interviews, classroom observations, and the researchers’ reflective logs. The findings of this study are as follows:1. Positive discipline is designed to encourage positive behavior in children based upon information known about children’s development. Factors which encourage teachers to utilize positive discipline are administrators’ support, the teachers’ dispositions, and their teaching experience.2. Positive discipline involves regulating children’s behavior in their physical care routines, social competence, and interaction with the environment. The major strategies of such an approach include scaffolding in the areas of cognition and emotional and physical support.3. As the positive discipline approach leads to the desired changes in children’s behavior, this in turn strengthens teachers’ support of positive discipline and their commitment to it.The research findings provide useful information for educators in in-service and pre-service classroom management.

並列關鍵字

preschool teacher ； positive discipline ； teaching belief ； teaching strategy