妃涵老師的歷程檔案

期刊名稱	大同幼保研究集刊
資料日期	2009-07-31
附件	正向心理學對幼兒教育之啟示.pdf

[摘要] :
Seligman與Csikszentmihalyi有鑑於過去心理學界致力於心理疾病與問題的治療，於是開始在心理學界開拓正向心理學（positive psychology）這個新導向，國內的情意（情緒）教育也從以EQ為主流，逐漸地轉向探討正向心理學。大多數幼教的研究與教學策略多針對幼兒心理壓力造成的害怕或焦慮等情緒壓力，尚缺乏從正向心理學觀點出發者，故本文除了整理與歸納正向心理學的內涵與範疇外，並試圖從正向心理學的角度切入來看正向心理學中的重要內涵---正向的情緒對於幼兒心理發展層面的啟示。本文認為可以建立幼兒正向個體特質以發展其道德教育，並且可以從歡愉、知足、自信與同理心等正向情緒的培養來教育幼兒自我情緒管理。另外，有鑑於國內幼稚園生態以中小型私立居多，園長統合了行政領導與教學領導之要職，這種特殊的組織結構使得園所中營造的組織氛圍對於教師而言特別重要，故本文也試圖從正向心理學的觀點來看對於幼稚園所中的組織氣氛的啟示，本文認為可以建立園所內的正向組織環境的氣氛，讓幼師能夠從自我接納起、建立園所的信賴感，而園所應扮演家長與幼師的中介角色。

[英文摘要] :
Seligman and Csikszentmihalyi observe that psychology used to focus on psychological diseases and treatments and contribute their research efforts to a new topic, positive psychology. Affective education in Taiwan has gradually shifted emphases from the mainstream of EQ to discussion of positive psychology. Most of research and teaching strategies in early childhood education are about emotional pressures, such as fears or anxiety caused by emotional pressures of preschool children, and appear absent from perspectives of positive psychology. Therefore, the study collects and synthesizes theories and scopes of positive psychology, and explores the important contents, how positive emotion inspires mental developments of children, from the angle of positive psychology. The study concludes that establishment of positive characters of children is helpful for ethical education, and positive emotion, including joyfulness, satisfaction, confidence, and empathy can be developed to train children’s self emotional management. In addition, Taiwanese kindergartens, mostly median or small scaled and private owned, are extensively controlled by the director in terms of administration and teaching. The special structure of kindergartens demonstrates the atmosphere in kindergartens is especially important to teachers. Therefore, the study tries to discuss the inspiration of organizational atmosphere in kindergartens from the perspective of positive physiology. It is believed that establishment of positive organizational environment should be contributable to teachers’ self-acceptance, and furthermore teachers’ trusts on kindergartens, and kindergartens should bridge parents and teachers.

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