幼兒園教師美的和諧觀及其在人際互動的實踐

The Harmonious View of Beauty among Kindergarten Teachers and Its Practice in Interpersonal Interactions

本研究旨在探究幼兒園教師美的和諧觀及其在人際互動的實踐。採用立意取樣，選取六位服務於花園幼兒園的教師為研究對象；為達成研究目的，藉由半結構式訪談蒐集資料。研究發現，美的和諧觀的定義為：和諧是美的核心特質，事物具備和諧特質，會讓人感到美；幼兒園教師人際互動的實際作為，展現實質和諧與表面和諧；形塑出令人安心的工作氛圍，並展現無私的作為。幼兒園教師實踐美的和諧觀於人際互動的成效展現出合作與利他行為，體現優質的教學品質，創造並延展幼兒園教學現場「教」與「學」的履行空間。

This study aimed to investigate the harmonious view of beauty among kindergarten teachers and its practice in interpersonal interactions. Six kindergarten teachers were selected as the research subjects through intentional sampling. To achieve the study aims, data were collected through semi-structured interviews. The study found that the concept of the harmonious view of beauty was defined as follows: harmony as the core characteristic of beauty; things have harmonious characteristics that cause people to perceive beauty; the actual interpersonal interaction behavior of kindergarten teachers exhibited both substantive and superficial harmony, and shaping a reassuring work atmosphere and performing selfless acts. When kindergarten teachers practiced the harmonious view of beauty in their interpersonal interactions, they demonstrated collaborative and altruistic behavior, exemplifying high quality teaching, and creating and extending space for both“teaching”and“learning”at the kindergarten.