本研究採用質性研究，以七位公立幼園教師為研究對象，透過半結構式訪談蒐集資料，探究公立幼兒園教師對都市原住民幼兒的教保服務需求之觀點與策略，以瞭解公立幼兒園教師對都市原住民幼兒的教保服務需求實踐所具備的多元文化教育觀點。，根據資料分析結果，本研究結果如下：參與本研究之公立幼兒園教師認為都市原住民幼兒的服務需求有:缺乏來自家庭的教育資源與支持及生活照顧，加上離開原鄉部落，都市原住民幼兒對母文化產生陌生感，不會說母語。在學校學習部分都市原住民幼兒課業較落後。因應都市原住民幼兒的教保需求，公立幼兒園教師提供的策略有:提供都市原住民家長教育資源及教養知能、安排個別的加強計劃、鼓勵家長多與幼兒說族語與介紹母文化。從研究結果了解，公立幼兒園教師在因應都市原住民幼兒的教保服務需求實踐以貢獻模式及針對異文化與特殊性的教學模式為多，多以主流的觀點及同化的策略回應都市原住民幼兒的教保服務需求。依據本研究結果，給予公立幼兒園教師、教育機關以及未來研究提出建議。 This qualitative research explores public preschool teachers’ responses to urban aboriginal preschooler’s care and educational needs. By using semi-structured interviews with seven public preschool teachers, this study uses multicultural education as framework to understand public preschool teachers’ perspectives and practice of urban aboriginal preschooler’s care and educational needs.Analysis of data shows the public preschool teachers perceived that most urban aboriginal families are economically disadvantaged, therefore, the preschoolers do not have enough educational resources. Their urbanization also led to their inability to speak their mother languages. Moreover, they do not do well in schools. Based on the needs, the public preschool teachers would assist urban aboriginal families to get educational resources, and advise on parenting. The teachers would also provide personal instruction to the urban aboriginal preschoolers. This study reveals that the teachers did not take cultural difference into account. They used contributions approach, teaching the exceptional and culturally different approach, and human relations approach to respond to the needs. Their aim was to merely help these preschoolers succeed in mainstream learning environment. Based on the research result, some suggestions are provided for preschool teachers and future research.
