幼兒教育無論是在政策、法規、管理與實務等面向都處於政治弱勢，相較於其他教育階段的工作者，幼稚園教師（簡稱幼師）所面臨的困境應是有過之而無不及；不過，隨著教育行動研究的推動，不熟悉行動研究的幼師也開始研究現場的問題，甚至發表；但這就能達到行動研究改善實務及處境與解放的目的嗎？為此，本研究從四個部分進行討論，首先，透過文獻釐清行動研究的目的與特徵，以便取得討論的共識；其次是探討影響幼師從事行動研究的因素；第三則是討論如何從教學實務關照到社會處境的改善；最後針對如何從個別性邁向合作性行動研究做探討，以期研究者及參與者都能因著覺知自身的幼教實務與處境問題，共同涉入行動研究過程，計畫、行動、觀察、反省，且融入每日生活之中，除了增進幼師專業發展，也能成為改善幼教生態困境的一種力量。

Because the issues of policy, law, management and practice within the field of early childhood education are all in a political disadvantage situation, kindergarten teachers face the problems which are quite different from ones working in different levels. How-ever; due to the resurgence of interest in action research, kindergarten teachers also have opportunities to conduct research to inquiry and solve problems in their real lives, and even publish. But do these researches reach the aims of the action research? Based on this question, four issues are discussed in this paper. First, to review the aims and characteristics of action research is to build the consensus of what action research is. Second, to analyze the factors that interfere the kindergarten teachers to conduct an action re-search. Third, to suggest that kindergarten teachers should pay more critical attention to action researches both in practices and social situations. And finally, to propose possible ways to teachers, kindergartens and outsiders to do the action researches collaborate.

This paper suggests that researchers and participants can work together and involve in action research process in all its phases such as planning, acting, observing and reflec-ting, and then integrate these phases into everyday lives, to create a possibility to reform the early childhood education and its ecologies.

行動研究、幼教行動研究、幼稚園

action research, kindergarten teacher