幼兒園教師生命態度與生命教育實施現況之研究—以彰化縣為例

A Study of Life Attitude and Implementation of LifeEducation for Early Childhood Teachers

李孟榛(Meng-Chen Li)

指導教授 ： 林楚欣

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2011年)

摘要

本研究之研究目的在於了解現階段幼兒園教師之生命態度、生命教育實施現況，以及兩者之關係。
本研究以彰化縣263位公私立托兒所及幼稚園教師為研究對象，採用問卷調查法進行研究，輔以8位幼兒園教師之半結構式晤談，希望藉由質量並重之研究法做較深入之探討。本研究之調查測驗工具，共分三部分：第一部分為個人基本資料，第二部分為「生命態度」量表，第三部分為「生命教育實施現況」問卷。
歸納本研究結果如下：
一、 幼兒園教師之生命態度是積極正向的，其中對「愛與關懷」層面的感受最為強烈。
二、 幼兒園實施生命教育的現況
（一）幼兒園實施生命教育的方式前五名為「繪本教學」、「隨機教學」、「種植與飼養」、「口頭講授」、「親子教育推廣活動」。
（二）幼兒園實施生命教育的內容，最多的前五名為「認識及愛護自己的身體」、「體會與人分享的快樂」、「體會與尊重他人內心感受」、「培養良好生活習慣」、「學習團體合作與他人相互扶持」。
（三）幼兒園實施生命教育所遭遇的困境，最常見的前五名為「教學資源資訊不足」、「課程易受環境空間限制」、「實施生命教育經驗不足，不知如何進行教學」、「沒有足夠時間」、「實施成效不明顯」。
三、 幼兒園教師的生命態度與其實施生命教育現況的差異與關係
（一）實施不同生命教育的比例之幼兒園教師在生命態度各層面均無差異。
（二）幼兒園教師生命態度中，「愛與關懷」層面的態度越好，其所實施生命教育的比例越高。
（三）幼兒園教師之生命態度愈佳，其對幼兒生命教育的態度愈積極正向。
根據上述結論，本研究對幼兒園教師、幼兒園所、幼兒教育行政主管機關、師資培育機構及未來研究方向提出相關建議，期能有助於未來生命教育推廣與研究。

關鍵字

幼兒園 ； 生命教育 ； 生命態度

並列摘要

The main purpose of this study is to comprehend the life attitude of early childhood teachers and the implementation of life education at present status, and to discuss the correlation between these two subjects.

The participants of the study are 263 early childhood teachers from public and private kindergartens and day care centers in Changhua County. The study collects data by using the instrument of a questionnaire. In order to get an in-depth understanding, the study applies semi-structural interviews on eight early childhood teachers by emphasizing both on qualitative and quantitative research method. The investigation examination tools of the study include three parts: the first part is personal profiles, the second part is the measurement of life attitude, and the third part is the questionnaire of the implementation of life education at present status.

The conclusions of this study are summed as follows.
1. The attitude towards life of early childhood teachers is positive orientation, especially strong to the aspect of love and care.
2. The general situation of the implementation of life education in early childhood schools is as follows:
a. The most frequently used methods to practice life education are picture books teaching, random teaching, gardening and feeding, oral instruction, and the promotion of parent-child education.
b. The most used contents of life education are knowing and protecting one’s own body, sensing and sharing happiness with others, realizing and respecting others’ feelings, cultivating good behaviors, and learning cooperation and helping with others in groups.
c. The difficulties which occur most while practicing life education in early childhood schools are the insufficiencies of resources and information, the restriction of curriculums by the environmental spaces, the inexperience of practicing life education and being unaware how to process teaching, the lack of time, and the unobvious implementation result.
3. The differences and relationship of the life attitude of early childhood teachers and the implementation of life education at present status are
a. There are no differences in all aspects of life attitude between early childhood teachers who adopt different proportion of life education.
b. According to the life attitude of early childhood teachers, the better their attitudes appear on the aspect of love and care, the higher proportion they apply life education
c. The better life attitude the early childhood teachers shows, the more positive attitude they would display.

According to the conclusion above, the study provides relevant suggestions to early childhood teachers, nursery schools, early childhood education administrations, teachers’ cultivation organization and future research method, and the study also expects to facilitate the promotion and research of life education in the future.

並列關鍵字

life education ； attitude towards life ； kindergarten

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