Jung（2013）曾言：「人需擁有完整而非完美的人生」。我秉持此信念，以自我敘說的方式，描述我從童年時期至碩士班的生命故事，並與Pearson(1986/2000) 《內在英雄：六種生活的原型》的天真者、孤兒、流浪者、鬥士、殉道者及魔法師等六種人格原型作呼應。經過自我剖析，發現：除了未呈現的魔法師，我藉由出現的天真者、孤兒、流浪者、鬥士、殉道者等五種角色，開啟內在英雄之旅。同時，體悟出：因6歲家庭出遊、7歲數學的罩門、15歲臨時保姆、19歲大學新鮮人等理想，成為幸福且樂觀的天真者；因自卑（3歲啞巴的枷鎖、6歲幼兒園的科學實驗、10歲被老師指責、19歲幼兒打巴掌事件）、恐懼（7歲料理的負面評價、13歲儀容檢查及穿錯校服）、無助（15歲心身症、19歲幼兒唱反調）等情感匱乏，成為自卑、恐懼及無助的孤兒；因20歲憂鬱症、22歲大專生科技部計劃等心靈探索，成為孤獨的流浪者；因12歲UPSR檢定考試、23歲研討會發表、24歲論文計劃審查等表現，成為勇敢的鬥士；因16歲中學愛校籌款以及小學和中學父母的期望等人際相處，成為犧牲的殉道者，但尚未發展出魔法師的原型。期許經由內在的覺察、辨識、理解、表達、調適等五個情緒探索，能成為一位正向的幼教師，未來在幼教現場，自己可以成為幼兒的領航員，同時攜帶教育部(2017)《幼兒園教保活動課程大綱》及林佩蓉（2022）《幼兒園課程與教學評估表2022版》的幼教必備指南，引領各種不同原型的幼兒，成為樂觀信念的天真者、表達自己感受的孤兒、認識自己的流浪者、克服內心恐懼的鬥士、心懷感恩的殉道者，最終成為富有創造力的魔法師。目前，我停留於殉道者的角色，盼望自己和所有幼教師，在教學旅程經過持續學習及摸索，皆可邁向原型最高的境界，成為英雄的英雄，及點亮自己和幼兒的心燈。

關鍵字：幼教師培生、內在英雄、人格原型

Jung (2013) once stated, “Life calls not for perfection, but for completeness.” With this philosophy in mind, I described the life story from my childhood to my master’s degree program through a self-narrative, echoing the six personality archetypes of the Innocent, the Orphan, the Wanderer, the Warrior, the Martyr, and the Magician in Pearson’s (1986/2000) The Hero Within: Six Archetypes We Live By. After self-analysis, I discovered that except for the absent magician, I started the journey of finding my hero within through the five roles that emerged, including the innocent, the orphan, the wanderer, the warrior, and the martyr. At the same time, I realized that I became a happy, optimistic, ‘innocent’ because of my ideals and experiences, including going on a family trip at the age of 6, knowing my weakness in math at the age of 7, being a temporary babysitter at the age of 15, and being a freshman in college at the age of 19. I became an ‘orphan’ with low self-esteem (the shackle of being mute at age of 3, science experiments in kindergarten at 6, accusations by teachers at 10, and slap incidents by young children at 19), fear (negative comments on cooking at the age of 7, grooming check, and wrong school uniform at age 13) and helplessness (psychosomatic disorder at 15 years old, being opposed by young children at 19) due to emotional deprivation. I became a lonely ‘wanderer’ due to my spiritual explorations, including having depression at the age of 20, and participating in a research project for college students by the Ministry of Science and Technology at 22. I became a brave ‘warrior’ because of my performances, including taking the Primary School Achievement Test (UPSR) at the age of 12, presenting at the seminar at the age of 23, and having my thesis plan reviewed at the age of 24. I also became a ‘martyr’ of sacrifice due to interpersonal dealings, such as participating in the fundraising of the middle school at the age of 16, and striving to fulfill the expectations of my parents in elementary and middle school. However, I have not yet developed the archetype of the ‘wizard.’ I hope that through the five emotional explorations of inner awareness, recognition, understanding, expression, and adjustment, I can become a positive preschool teacher, and a navigator for children in the preschool education field in the future. With the guidelines for preschool education, such as the “Preschool Educare Activity and Curriculum” promulgated by the Ministry of Education (2017) and “Assessing Quality: Preschool Curriculum and Instruction Rating Scale–2022 Edition” by Peirong Lin (2022), I intend to lead young children of all archetypes to become ‘innocents’ with optimistic faith, ‘orphans’ who express their feelings, ‘wanderers’ who know themselves, ‘warriors’ who overcome their inner fears, ‘martyrs’ who are grateful, and ultimately creative ‘magicians.’ At present, I am remaining in the role of a martyr. It is hoped that all early preschool teachers and myself, through continuous learning and exploration in our teaching journey, will be able to move to the highest level of the archetype, become the heroes of heroes, and light up our own hearts and the hearts of our young children.

Keywords: preservice preschool teacher, Hero Within, personality archetype

謝誌 i
中文摘要 ii
英文摘要 iii
目次 v
圖次 vii
第一章 成為自己的內在英雄 1
第二章 天真者的天堂 11
第一節 幸福時光機 11
第二節 樂觀的烙印 16
第三節 信念的力量 28
第三章 等待救援的孤兒 35
第一節 自卑的靈魂 35
第二節 茫然的恐懼 54
第三節 迷茫無助 62
第四節 老師是幼兒求救的雷達 68
第四章 流浪者之旅 73
第一節 孤獨探索 73
第二節 老師是幼兒的領航員 89
第五章 英勇的鬥士 93
第一節 勇敢前行 93
第二節 老師是幼兒的陪伴者 106
第六章 無私奉獻的殉道者 109
第一節 社區及家的守護者 109
第二節 老師是幼兒的典範 118
第七章 再出發 121
第一節 探索內在英雄旅程途徑 121
第二節 探索幼教師旅程途徑 126
後記 147
參考書目 157
一、中文部分 157
二、英文部分 160
【附錄一】幼兒園師資職前教育學程 165
【附錄二】人格面具 166
【附錄三】自畫像作品 167

參考書目
一、中文部分
Adler, A. (1988)。自卑與超越〔黃光國譯〕。志文。（原著出版年：1971）
Campbell, J. (2020)。在千面英雄：70年經典新編紀念版，從神話學心理學到好萊塢編劇王道〔朱侃如譯〕。漫遊者文化。（原著出版年：1949）
Hiawyn, O. (2020)。生氣的亞瑟〔柯倩華譯〕。小天下。（原著出版年：2008）。
Pearson, C. S. (2000)。內在英雄：六種生活的原型〔朱侃如，徐慎恕，龔卓軍譯〕。立緒文化。（原著出版年：1986）。
Satir, V. (2007)。薩提亞家庭治療模式〔聶晶譯〕。世界圖書。（原著出版年：1991）。
Sendak, M. (2010)。野獸國〔漢聲雜誌譯〕。英文漢聲 。（原著出版年：1963）。
Spencer, H. (2021)。史賓塞的快樂教育〔顏真譯〕。新手父母。（原著出版年：1911）。
Steven, J. (2016)。通往海底的奇妙旅程〔張東君譯〕。遠流。（原著出版年：2009）。
王宏哲（2021）。教養的秘密：無效管教Out，科學育兒In，兒童發展專家王宏哲的新世代教養術。時報。
吳莉芬、張乃文、潘雪幸（2018）。幸福感之概念分析。長庚護理，29（4），533-541。http://doi.org/ 10.6386/CGN.201812_29(4).0003
李文玫（2017）。走一趟生命文本的反思旅程：從文本解讀的觀點再看敘說心理研究。生命敘說與心理傳記學，5，1-23。http://doi.org/ 10.6512/lnp.201712_5.0001
李翊平（2014）。愛自己的病-內在英雄之旅〔未出版之碩士論文〕。私立實踐大學。
周志建（2003）。敘事治療在生涯諮商中的運用－以一位生涯諮商個案為例。諮商與輔導，214， 30-37。
林幼如（2014）。石頭養大的女兒-一個出走者的生命敘說〔未出版之碩士論文〕。私立佛光大學。
林佩蓉（2022）。幼兒園課程與教學評估表2022版。教育部。
林培欣（2015）。氣球女孩─一段與身體和解的療癒之旅〔未出版之碩士論文〕。私立實踐大學。
林韶怡、蔡敦浩（2013）。自我敘說的再回觀：經驗、書寫與批判。應用心理研究，57，1-4。
林寶貴、錡寶香（2000）。語言障礙兒童教育輔導手冊。特殊教育工作小組。
施宜煌、賴碧慧、王郁雯（2017）。讓幼兒與藝術相遇—一位教保服務人員實踐美術課程之探究。經國學報，33，113-126。
施淑娟（2014）。蒙特梭利教學對原住民幼兒語文能力表現之影響。慈濟大學教育研究學刊，11，209-245。
夏林清（2012）。斗室星空：家的社會田野。財團法人導航基金會。
師資培育法（民國108年12月11日）修正公布。https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0050001
翁開誠（2002）。覺解我的治療理論與實踐：通過故事來成人之美。應用心理研究， 16，23-69。
張世慧（2017）。行為改變技術。五南。
張春興(2013)。現代心理學。東華。
張淑芬（2014）。三位過動兒母親的英雄之旅-敘事分析探究。〔未出版之碩士論文〕。國立清華大學。
教育部（2017）。幼兒園教保活動課程大綱。教育部。
許育光（2013）。知行於「我注六經」與「六經注我」之間：自我敘說探究的善、美、 真、聖等人生處境面對與追尋。應用心理研究，57，8-20。
許雅婷（2020）。重新陪自己長大 ：大女孩與內在小女孩合體的一哩路〔未出版之碩士論文〕。私立實踐大學。
許澤銘（1982）。你的孩子特殊嗎？語言障礙兒童教育篇。台灣省立教育學院。
陳姿文（2019）。與自己重逢連結─迎回自我價值〔未出版之碩士論文〕。私立實踐大學。
黃千桂（2013）。童話融入創造性戲劇對幼兒口語表達與詞彙能力的影響〔未出版之碩士論文〕。國立臺中教育大學。
蔡春美（2021）。原生家庭與成長歷程如何塑造個人的自我價值感。輔導季刊，57（1），13-24。
蔡健功（2016）。霸王卸甲：受霸凌者的自我敘說〔未出版之碩士論文〕。國立臺中教育大學。
戴筱涵（2018）。帶著10歲的自己走過家庭的傷： 放下完美期待走向自我善待的英雄之旅〔未出版之碩士論文〕。私立實踐大學。
蘇絢慧（2020）。成為自己的內在英雄：6種人格原型，認識我是誰，活出最好版本的自己！三采文化。
二、英文部分
Ascough, H. (2019). Once upon a time: Using the hero’s journey in development stories. Canadian Journal of Development Studies, 39(4), 533-549. https://doi.org/10.1080/02255189.2018.1479634
Bruner, J. (1987). Life as narrative. Social Research, 54(1), 11-32.
Clough, P. & Nutbrown, C. (2019). Exploring the place of arts-based approaches in Early Childhood Education Research. Journal of Early Childhood Research, 17(1), 3-13. doi: 10.1177/1476718X19834220
Covington, M.V. (1998). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.
Epic, L.S. (2019). Murphy's Law Journal: Anything that can go wrong will go wrong notebook. ‎ Independently.
Erikson, E. (1963). Childhood and society(2rd ed.). Limited.
Feize, L., Faver, C. (2019). Teaching self-awareness: social work educators’ endeavors and struggles. Social Work Education, 38(2), 159-176.
Frued, S. (1953). The Standard edition of the complete psychological works of Sigmund Freud. Hogarth Press.
Gao F., Sun Y., Zhou Y., Sang M., Zhao J., Han L. (2020). Shyness and depression: the mediating roles of interpersonal competence, dormitory belonging and inferiority. Child Youth Service Review, 119, 268-281.
Goldstein, L.S. (2005). Becoming a Teacher as a Hero's Journey: Using Metaphor in Preservice Teacher Education. Teacher Education Quarterly, 32, 7-24.
https://doi.org/10.1016/j.childyouth.2020.105571
Jaakkola, N. M., Meeri, K., Hakio, K., Wolff, L.A., Mattelmäki, T., & Friman, M. (2022). Becoming self-aware: how do self-awareness and transformative learning fit in the sustainability competency discourse? Frontiers in Education, 7, 120-139. https://doi.org/10.3389/feduc.2022.855583
Kohlberg, L., Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practice, 16(2), 53-59.
Kreibich, A., Wolf, B.M., Bettschart, M., Ghassemi, M., Herrmann, M., Brandstatter, V. (2022). How self-awareness is connected to less experience of action crises in personal goal pursuit. Motivation and Emotion, 144-158. https://doi.org/ 10.1007/s11031-022-09942-5
Maier, S. F. & Seligman, M. E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3-46. https://doi.org/10.1037/0096-3445.105.1.3
Martin, A., Tarnanen, M., & Tnyjala, P. (2018). Exploring teachers’ stories of writing: A narrative perspective. Teachers and Teaching, 24(6), 690-705. https://doi.org/10.1080/13540602.2018.1462790
Maslow, A.H. (2011). Hierarchy of needs: A theory of human motivation. Kindle.
McGarr, O., Gavaldon, G., & de Adana, Fs. (2020). Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators. British Educational Research Journal, 46(5), 1152-1170. https://doi.org/10.1002/berj.3621
Noble, K. (1994). The sound of a silver horn: Reclaiming the heroism in contemporary women’s lives. Ballantine Books.
Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of research in Science Teaching, 2, 176-186.
Sheehan, H., & Riddle, S. (2021). The hero’s journey: Understanding the experiences and motivations of international secondary students. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2021.1947190
Shoshana, A. (2020). Inside happiness groups: every happiness, self-awareness, and resistance. Journal of Contemporary Ethnography, 49(5), 539-563. https://doi.org/ 10.1177/0891241620911997
Stern, D.N. (1985). The interpersonal world of the infant. Basic Books.
Tafarodi, R. W., & Milne, A. B. (2002). Decomposing global self-esteem. Journal of Personality, 70(4), 443-483. https://doi.org/10.1111/1467-6494.05017
Weiner, B. (1976). An attributional approach for Educational Psychology. Review of Research in Education, 2, 179-209.
William, C. (2019). The hero’s journey: A mudmap for change. Journal of Humanistic Psychology, 59(4), 522-539. https://doi.org/10.1177/0022167817705499