中文摘要
本研究採用自我敍說的方式來探究生命故事，藉由對本身的理解以及回溯成長背景中有意義的生命事件，從覺知童年時期的困頓開始，呼喚在原生家庭悶不吭聲有口難言的形象，在少女時代求學的挫折中覺醒，直到成為一位幼教老師，在職場貴人的提攜及教育專業的累積與磨練下，「幼教」成為生命的轉彎處，那些在人生路上用愛引導的光源，陪伴走過職場、家庭與生活事件的各項挑戰，學習重新審思過去、認識自己、走向改變。
回觀過去，儘管內在擁有改變生命的渴望，卻敵不過小時候那深深的孤獨與淚水，來回尋找內在壓抑的出口，直到進入心諮所，透過書寫論文及生命的實踐行動，喚醒原始的內在經驗，在探討自我的生命歷程後，理解小時候的眼淚是吹響勇敢的號角，重新定位原生家庭中老七的么妹角色，回看新生家庭重要的凝聚力量與流動，而得以梳理家庭中的關係，幫助感性敏銳的個性特質能知性理性的走向平衡。在敘說書寫中開啟過去生長在貧瘠土壤裡封閉的感官，看見自己從封閉到關係的連結、從膽小到勇敢的跨越、從懶散到行動的力量、從被幫助到助人者的位移之生命轉化。
在愛中承襲前輩們豐厚的幼教專業理念，在教師及行政職務角色更迭中不間斷的學習，以幼教傳承實踐行動後揚起的教育信念，對自我生命的意義進行理解，產出新的能力與視框來看待現今幼教師生命成長，陪伴其奠定有形的教學技巧與無形的教育價值，體悟傳者帶心、承者悅納的美好關係。儘管曾經經歷職場衝擊的逆光考驗，幸而過去所蓄積的能量，幫助自己仍能在愛中療癒自己、肯定自己、找到定位、重整生命的價值，以身為幼教人為榮的愛與使命下尋找幼教的一方活水，在適切的位置上實踐幼教傳承之路。是一篇藉由書寫而感恩生命中引導的光，看見幼教傳承行動的價值，努力生活點亮自己與他人，探究自我生命意義的自我敘說。

關鍵詞:自我敘說、敘說研究、幼教老師、幼教傳承、蒙特梭利

Abstract
The study explores my life story by means of using self-narrative method. By recalling meaningful events in life and understanding my image in the original family, I realize my difficulties in childhood and becomes aware of my frustration in teenage. After working as a preschool educator for twenty years, I have accumulated professional teaching skills and experiences through the assistance of senior coworkers and self-hardworking. “Preschool teaching” has become the turning point in my life. Those guiding lights with love not only accompany me to overcome challenges, but also help me to ponder my past, understand myself and change myself.
Looking back, even though I desired to change my life, I could not to conquer the loneliness with tears, nor find a way to release my constraint until I started to study in Educational Psychology and Counseling, where I realized my original inner experience through self-narrative researching. I understood that the tears in my childhood had blew the horn with courage, coordinating myself as the youngest sister in my original family while reforming my role in the new family I established. While summarizing my family relationship, I could balance my sensibility with rationality. Using self-narrative method, I opened my senses to experience the connection of relationship, overcome the lack of courage, regain the power of execution and transform to help others.
Inheriting professional teaching ideas from senior coworkers with love, I continued learning through teaching and doing administrative work. I developed my faith toward education within practicing preschool teaching inheritance and formed new capabilities and perspectives for preschool educators through self-understanding. This accompanying helped them construct teaching skills and values, as I experienced the wonderful relationship of leading with heart and inheriting with joy. Despite of the challenges in workplace, the strength I accumulated enables me to cure myself, affirm myself, coordinate myself and reform my life value. I became proud of being a preschool educator and continued to realize preschool teaching inheritance in this more suitable position. The study is a self-narrative about how I appreciate the guiding lights in life, value the worth of preschool teaching inheritance as well as light up myself and others by exploring the meaning of life.

Keywords: self-narrative, narrative research, preschool educator, inheritance in preschool teaching, Montessori

參考文獻:
丁興祥 (2012)。自我敘說:一種另類心理學。應用心理研究，56，15-18。
王勇智、鄧明宇譯 (2013)。敘說分析。臺北:五南。
王渡 (2016)。可以輸給別人，不能輸給自己(智在生活篇)。野火文化。
成虹飛 (2007)。行動與敘說研究的個人學習筆記。行動研究在台灣－2007年
社會田野中的實踐者研討會：第二冊。臺北：蘆荻社區大學。
呂娜 譯 (2010)。活出生命的意義。華夏出版社。
周志建（2012）。故事的療癒力量，敘事、隱喻、自由書寫。臺北市：心靈工坊。
洪仲青（2018）。你的存在本身就是美好。臺北市：遠流。
胡幼慧主編 (1996)。質性研究。台灣:巨流圖書公司。
黃錦敦（2018）。最想說的話，被自己聽見：敘事實踐的十五堂課。台北：張老師文
化。
畢恆達 (2005) 。教授為什麼沒有告訴我-論文寫作的枕邊書。台北:學富文化事業有
限公司。
楊明綺 譯（2017）。接受不完美的勇氣：阿德勒的100句人生革命。臺北市：遠流。 蔡美娟（2012）。生命書寫：一段自我療癒之旅。臺北市：心靈工坊。
賴誠斌、丁興祥(2005)。存有的開顯:在敘說、書寫與閱讀的交接處。應用心理研究，
25，73-114。
E.M. Standing（1995）。蒙特梭利與兒童教育。臺北市：及幼文化。
Nartalie Goldberg (2007) 。狂野寫作:進入書寫的心靈荒原。臺北市：心靈工
坊。
Sonnie McFarland（2007）。榮耀孩子之光~陪養孩子和平共處能力的活動。立恩教
育機構。