幼兒品格的問題與需求－－家長觀點及學校情境中的探究

Children Character Problems and Needs: The Views of Parents and from the Preschool Milieu

本研究旨在了解學前幼兒的品格問題與其問題中所浮現的品格能力需求究竟為何，以作為後續2年與「溪水旁幼兒園」透過協同行動研究，攜手推動園內品格教育所需之參考在歷程中我們以質性的觀點，透過訪談、觀察、文件檔案等方式，以一學年的時間在「溪水旁幼兒園」，探討家長對品格的觀點，以及幼兒於學校平日作息中所浮現的品格問題。分析資料來源包括40次觀察、19次訪談及相關書面文件。研究結果發現，幼兒的品格受到家庭與學校交織的影響，多數家長因著個人特質、過去和現在經驗及價值體系之差異，對於幼兒品格抱持不同面向的期待及觀點詮釋。以本研究進行時的人、時、地在學校情境中所觀察到幼兒所浮現的品格問題與需求，主要可歸納為三類：1.幼兒說話用語與態度的合宜性；2.幼兒言詞或行為與事實的符應性；3.幼兒面對學習和活動時對責任的覺知性。這些問題衍生的緣由反映了學校、家庭與社會等不同深淺交織的影響，同時也透露教師在品格教育的推展上存在成長的空間與期待協助的需求。

This paper is the result of a year-long qualitative study in one preschool about two research questions: (1) what do parents think about the connotations of character in young children；(2) what kind of character problems are common among children during daily school routine, which may correspondingly reveal the needs for assistance from adults. The data is collected from class observations (40 classes), interviews with parents and teachers (19), and relevant documentations. The study shows that character development of young children reflects an interdependent influence of family, school and society. However, due to personal characteristics, education, and experiences, parents differ in their defining mportant connotations of character and that influences children’s character development. Three types of character problems of children in their daily school routine are identified: (1) the inappropriateness of wording and attitude, (2) the discrepancy between reality and children’s language and action；(3) the sense of responsibility in learning and assigned tasks. These problems reflect the needs of character education. The findings of this study provide important insights for our further collaborative action esearch with the participant preschool in the following 2 years. They also shed light on teacher’s needs for our future collaborations in the character development of young children.