幼兒期是良好品格奠定的重要時期，本研究旨在探究蒙特梭利教師與單元教師對幼兒品格教育之課程意識與教學策略之異同。研究係以兩所教學績優幼兒園之資深教師為對象，收集教室觀察、品格課程相關資料，並進行深度訪談等，進行為期一年半的質化研究。透過主題分析法，研究發現兩種不同課程模式的幼教師其品格課程意識與其教學策略有密切的關係，儘管兩位教師對幼兒品格內涵的價值觀皆以幼兒個人品格中的「負責」為首要，但是教師的教學策略卻不相同，蒙特梭利教學的教師相信幼兒本身就有品格發展的能力，因此教師是支持與協助者，提供較多支持性與輔助性教學策略。單元教學的教師認為透過特別設計的品格課程，可增進幼兒良好的品格能力的養成，因此教師是品格教育主要的提供者，提供較多規範性的教學策略。依據研究結果進一步提出相關建議以供參考。

There was widespread agreement that early childhood was an important period of nurturing a child with a good character. In order to realize the similarities and differences of teachers’ curricular consciousness and teaching strategies in character education between Montessori and Unit curriculum models, the researchers participated in two classrooms of the experienced young children’s teachers by utilizing observations and interviews to collect data in one and half years. The collected data were analyzed by the theme analysis and the findings were as the follows. Both teachers believed that “responsibility” was the most important item of character education; however, the differences of the curricular consciousness created the diversities of teaching strategies. In Montessori education, children were initiative in learning and teachers were facilitators to promote the character education. Conversely, children were as papers in Unit curriculum and the teacher was the activity provider in character education.