Teachers always encounter many children’s conflict behaviors in classrooms, yet each teacher will deal with the problems with different methods individually, which has an influence on the development of the children’s social behaviors. Therefore, this study mainly aims at researching how Macau teachers handle the children’s conflict behaviors affect the children’s development of social behaviors. It results in the following findings through comparison and analysis of different background items. This research utilized the quantitative method. The main respondents are 235 teachers and 703 children. The data-collecting rate is 87.03%. The Cronbachα value is .93. The findings are: I、 The study finds that the main factor of conflicts is ‘conflict situation’ in teachers’ consideration. II、 ‘The involvement and mediation’ is mostly used in general. III、Macau teachers get average and even advanced marks in terms of ‘general belief’, ‘professional teaching’, ‘social skills’ and ‘authorized management’ in the prevention of children’s conflict field. IV、There are obvious differences of how Macau teachers handle children’s conflict according to their ‘teaching experience’, ‘educational background’, ‘major in university study’, ‘number of students’ and ‘the proportion of gender’. V、 Children show different social behaviors according to their age and gender. VI、 When teachers are dealing with children’s conflict, the more they consider the item ‘conflict situation’, the more positive or negative social behavior the children show. When teachers manipulate the strategy of ‘the solution of problems’ and ‘social skills’, children show more positive social behavior.

在教室內教師們常常會看到幼兒們發生很多衝突行為，然而每位教師面對幼兒衝突 行為時都會有不同的應對方式，這些應對策略往往影響著幼兒的社會行為發展。因此本 研究主要目的在於探討澳門教師處理幼兒衝突行為對於幼兒社會行為發展的影嚮。經由 不同背景變項進行交叉比對分析，得出以下幾點結果。 本研究以問卷調查法，其母群體有 235 位教師及 703 位幼兒，其回收率達 87.03%， Cronbach α 值為.93，其研究結論為： 一、澳門教師在處理幼兒衝突行為時最常考量的因素為「衝突情境」。 二、澳門教師在處理幼兒衝突行為時最常使用的策略有「交涉調解」。 三、澳門教師在預防幼兒衝突行為：「常規信念」、「專業教學」、「社交技巧」、「權 威管理」得分平均，且有中等以上的水平。 四、澳門教師對幼兒衝突的處理會因不同的「教學年資」、「教育程度」、「大學主修」、 「學生人數」及「學生男女比例」，而有顯著差異。 五、幼兒的社會行為因應幼兒的年齡與性別，而有顯著差異。 六、教師面對幼兒衝突時，偏重考量「衝突情境」，其幼兒的正向與負向社會行為表現 一樣多；但當教師運用「問題解決」的策略來處理衝突時，幼兒的正向社會行為表 現較多；同時也發現教師多使用「社交技巧」幼兒的正向社會行為表現也較多。