| Summary: | 碩士 === 臺北市立大學 === 幼兒教育學系幼教教學碩士學位班 === 104 === This is a narrative inquiry of my education practices of caring.
This inquiry has three purposes：
1. Narrate the processes of my education practices of caring.
2. Analyse how my education practices of caring influence on myself, children and parents.
3. Explore the formation and connotation of my education beliefs of caring.
The results of this study are as follows:
1. The processes of my education practice of caring.
（1） Education practices of caring as classroom management.
By fully engage with children, cultivating a caring relationship with "Hug Love" ,empathy student who were anxiety and low self-esteem, put myself into children and families who have Special needs.
（2） Education practices of caring in our daily courses.
The courses of caring include self-caring, caring for others, caring animals andplants, caring artificial world. And these courses foster the children's caring ability.
（3） Modeling, dialogue, practice, confirmation are four methods of my education practices of caring.
2. Because my education practices of caring, the children in my class have positive caring attitude, and the parents feel more comfortable to talk to me, gradually, parents and I can work together to solve the problems we met, therefore, I am very confident in my education beliefs of caring.
3. Through this inquiry I realize that my personal early experiences, learning experiences, family experiences, and teacher training experiences etc. were affected my education beliefs of caring. And my education beliefs of caring
are：caring is emotional not rational, caring exists in the relationship, caring is a form of reciprocity, caring is not one way giving, caring is motivational displacement, caring is to help children to grow, and caring is kind of teacher profession.
Finally, based on the findings, some implications are suggested.
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