A Comparative Study of American and Taiwanese Teachers' Practices for Promoting Prosocial Behavior of Kindergarten Children

美國與台灣幼稚園兒童利社會行為教學之比較研究

卓美芳(Mei-Fang Cho) ； 蔡秋桃(Chiu-Tao Tsai)

《南台人文社會學報》 1期 (2009/05) Pp. 153-190

https://doi.org/10.29841/STUTJHSS.200905.0007

摘要

本研究之目的，在於增進對提昇幼稚園兒童利社會行為發展之瞭解，並比較美國與台灣幼稚園教師利社會行為教學方法之差異。本研究運用詮釋現象學之方法，藉以瞭解兩位美國與一位台灣幼稚園教師在促進幼兒利社會行為發展之教學經驗。本研究之資料蒐集，乃採用教師個人書寫的草稿、教室觀察及深度訪談等方法。研究結果顯示，雖然三位教師採用許多共同的方法以增進幼兒之利社會行為，每位教師仍有自己獨特的增強方法。三位教師所採用的方法，包括教學時機的掌握、建立規則、創造利社會行為之意識、班級會議、解決衝突、發展「行為後果」之觀念、情感的結合與所有權、獨特的方法等。本研究並從教師角色、環境角色及教學方法三方面探討其教育涵義。最後並建議未來研究能採用較大樣本，以深入探究個別差異對利社會行為教學之影響。

關鍵字

利社會行為 ； 現象學研究

並列摘要

The purpose of this study is to increase the understanding of how to promote the development of young children's prosocial behavior in kindergarten, as well as to compare the differences in prosocial behavior teaching methods of American and Taiwanese kindergarten teachers. This study uses the hermeneutic phenomenological approach to understand the experiences of two American and one Taiwanese kindergarten teacher in promoting prosocial behavior among young children. Data are collected through protocol writing of the individual teacher, classroom observation and in-depth interviews. The finding indicates that although the three teachers use many identical methods to promote prosocial behavior in young children, each teacher uses some unique methods of reinforcement. The methods used by the three teachers include timing of teaching prosocial behavior, rule making, creating awareness of prosocial behavior, class meeting, conflict resolution, consequences, bonding and ownership, as well as other unique methods. Educational implications regarding the role of the teacher, the role of the environment and teaching methods are explored. Finally, further research using a larger sample is suggested for a thorough investigation into the effect of individual differences on prosocial behavior teaching.

並列關鍵字

prosocial behavior ； phenomenological study ； child care