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  • 學位論文

幼教師施行性教育之經驗探究

Preschool Teachers’ Teaching Experience In Sex Education

指導教授 : 曹俊德
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摘要


本研究旨在探討「幼教師施行性教育之經驗探究」。研究目的為一、幼教師本身對於性教育的概念為何。二、幼教師如何與家長溝通建立合作關係。三、幼教師如何引導幼兒發展性自我意識的策略。 為了達成上述目的,本研究以半結構訪談法(semi-structured interview)進行研究,主要以訪談方式去了解幼教師在於施行性教育的教學經驗與過程中,所引發出自己本身對於性教育的概念以及與家長如何溝通而建立合作關係,而在這過程中幼教師又可運用哪些方式來引導幼兒發展性自我意識的策略,資料收集主要藉由訪談的方式來進行,進而了解其上述目的。訪談對象主要以五位幼教師為個案分別進行訪談研究。 上述之研究,經綜合分析與歸納後,得到如下結論: 一、幼教師本身對於性教育的概念為何。 幼教師對於性教育的概念可分為兩大類,為「正面態度與想法」與「融入課程與生活」。 1、正面態度與想法 幼教師對於性的知識與了解,認為學齡前的幼兒是需要學習的,雖然不用給與深奧的專業知識,但最基本的是必要讓幼兒學習到對於性正確的觀念。 2、融入課程與生活 幼教師會利用生活中真實的事件與經驗,或是透過課程的安排,都是宣導性教育的重要時機。 二、幼教師如何與家長溝通建立合作關係。 幼教師與家長溝通建立合作關係可分為兩大類,為「溝通態度與方式」與「利用活動與資源」。 1、溝通態度與方式 幼教師會以委婉的口氣及宛轉的態度來與家長做溝通,甚至會透過一些方式,利用一些技巧來告知家長幼兒的問題,讓家長能欣然面對與老師配合,幫助幼兒改善其相關的問題。 2、利用活動與資源 幼教師會透過一些書籍、期刊、文章、資源的分享,或是班親會、家長座談會等親師活動,讓家長可以透過平時的宣導效果,從中認知到性教育對於幼兒階段也是重要的, 三、幼教師如何引導幼兒發展性自我意識的策略。 幼教師引導幼兒發展正面的性自我意識策略可分為兩大類,為「尋求與家長合作」與「運用方法與教學」。 1、尋求與家長合作 幼教師會直接與家長溝通,並詢問幼兒在家中的狀況,去了解到幼兒在家中的情形,並且與家長一同合作去尋找幼兒發生問題的原因點。 2、運用方法與教學 幼教師會利用許多的教材資源,如繪本、掛圖、戲劇表演等方式來進行教學,讓幼兒可以直接學習到性教育的內容加深幼兒的印象,達到直接的性教育目的。

關鍵字

性教育 幼教師

並列摘要


The study aims to analyze the “Preschool teachers’ teaching experience in sex education” including the following three purposes: 1.What is the concept on sex education in preschool teachers? 2. How do preschool teachers communicate and establish cooperation with parents? 3. The strategy of preschool teachers guiding preschool students to develop self-awareness. To achieve the aforementioned purposes, the study conducts research using semi-structured interview. The study intends to understand how preschools teachers develop their own concept on sex education and communicate with parents for establishing cooperation through the teaching experience and process of implementing sex education. Moreover the study probes into the types of strategies the preschool teachers use in guiding preschool students to develop self-awareness. Data collection is implemented primarily through interview to comprehend the aforementioned purposes. The respondents of interview consist of five preschool teachers who receive separate interview. The following conclusion is drawn for the aforementioned research through comprehensive analysis and induction: 1. What is the preschool teacher’s concept on sex education. The preschool teachers’ concept on sex education can be divided into two categories, namely “positive attitude and thinking” and “course and life infusion.” (1) Positive attitude and thinking Based on the knowledge and understanding of sex, preschool teachers believe that preschool students need to learn about sex education without providing in-depth professional knowledge. However, the most essential is to help preschool students learn the correct concept on sex. (2) Course and life infusion Preschool teachers apply real incidents and experience in life or arrange courses as the key timing for propagating sex education. 2. How preschool teachers communication and establish cooperation with parents. The communication and establishment of cooperation between preschool teachers and parents can be divided into two categories, namely “communication attitude and approach” and “utilizing activities and resources.” (1) Communication attitude and approach Preschool teachers communicate with parents by toning it down and with euphemistic attitude. Some will even apply approaches and techniques to inform the parents of the problems with their children while parents can cooperate with teachers in pleasure. (2) Utilizing activities and resources Preschool teachers can help parents recognize the importance of sex education for in the preschool stage from daily propaganda through some books, publications, articles, resource sharing, PTA meeting, seminar for parents, and other parent-teacher activities. 3. The strategy of preschool teachers guiding preschool students to develop self-awareness in sex. The strategies of preschool teachers guiding preschool students in the development of positive self-awareness in sex can be divided into two categories, namely “seeking cooperation with parents” and “applying methods and teaching.” (1) Seeking cooperation with parents Preschool teachers directly communicate with parents and ask about preschool students’ conditions at home to understand the students and cooperate with parents in search of the root of problems in preschool students. (2) Applying methods and teaching Preschool teachers apply various teaching material resources such as picture book, suspended drawing, and drama performance to conduct teaching. Consequently preschool teachers can directly learn the content of sex education and impress the children in-depth to accomplish the purpose of direct sex education.

並列關鍵字

Preschool Teachers Sex Education

參考文獻


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