科學遊戲融入主題教學之初探──以「沙包玩很大」為例

An Exploratory Study of Including Science Games Into Thematic Teaching – An Example of Having Fun With Sand Bags

本研究旨在探究藉由科學遊戲融入主題教學以發展幼兒的科學概念。採行動研究以研究者任教的班級的幼兒為研究對象。透過幼兒自發性探索的主題~好玩的遊戲為主，在遊戲中學科學以探究幼兒科學概念的學習。研究結果發現：第一，透過沙包遊戲融入主題教學可發展幼兒大小、高低、遠近、面積與重量的概念；第二，藉由實習老師的引導下，幼兒會結合生活經驗創造出不同的沙包玩法；第三，幼兒學習科學的能力主要是透過發現問題、討論澄清問題、解決問題的歷程來建構；第四，混齡班幼兒因生活經驗不同、語言、思考的限制而呈現不同學習表現；第五，沙包遊戲教學之困境在於混齡的差異、教學設計、澄清問題三方面。 The study aimed to explore children's concepts of science in terms of including science games into thematic teaching. Action research method was adopted. Subjects of the study were the young children in the researcher's class. Children are always full of curiosity and they spontaneously enjoy to explore things for fun. Based on this, a series of interesting science games were designed for children to play and to explore how they learned the concepts of science from teaching and playing. The findings were as follows: (1) Science games of sand bags included into thematic teaching helped develop children's concepts of science, such as size, area, height, weight and distance; (2) Young children are active learners during the thematic learning processes; (3) Young children have the ability to construct through finding questions, discussing, clarifying and solving their questions. The abilities of learning science can be developed; (4) Young children's science activities should be designed according to children's ages; (5) The action research process will benefit and improve teacher's professional competence.