本研究旨在探討幼兒園實施品格教育概況及遭遇之困難問題，研究者以訪談法訪談幼兒園教師，除瞭解各園實施品德之課程設計、教學的方法、策略、教材運用、及產生問題與問題解決等方面外，並提出結論與建議，以供未來為推動品格教育之參考。本研究結論歸納如下：幼兒園課程規劃均實施主題教學為主，而未特別規劃品格教學課程，但利用隨機教育的方式進行品格能力的培養；幼兒園教學偏向認知方面，而較缺少情意方面的學習；家長心態較偏重於認知的學習，幼兒園也配合家長的期望規劃來教學，導致園所開課偏向認知領域為重心；幼兒園在缺乏品格教育資源情況下，教師以閱讀報章與雜誌中來增進品格教學方面的知識，亦透過與家長結合共同引導幼兒品格能力的提昇。 This study aimed to explore the implementation and difficulties of character education in kindergartens. Using interview methods, the researcher interviewed kindergarten teachers. In addition to understanding the curriculum design, teaching methods, strategies, materials, problems and solving, this study provided conclusions and recommendations as references for character education in the future.The findings are as follows. The kindergartens implemented thematic curricula and did not provide special curricula in character education. However, they provided opportunities to develop children's abilities in daily school life. The kindergartens emphasized more on children's cognitive learning and less on affective learning. The children's parents paid more attention to cognitive learning. The kindergartens also followed the parents' expectation in teaching and therefore emphasized more on cognitive learning. Due to the lack of resources in character education in the kindergartens, the teachers improved their knowledge in character education by reading newspapers and magazines, and also cooperated with the parents to promote children's abilities in character.
