促進幼兒於積木區遊戲之教師行動研究

An Action Research on Facilitating Young Children's Play in the Block Area

本研究採行動研究法，旨在瞭解教師如何透過行動策略，協助幼兒藉由搭建積木提升各發展領域的能力。本研究以觀察紀錄、訪談、隨手札記和幼兒作品作為研究資料，研究場域為臺中市公立國小附幼的一個大中小混齡班。本研究發現：一、研究者面臨到的困難和挑戰初期為學習區，包含積木區的環境規劃不良，第二階段是幼兒不喜愛到積木區，第三階段為引導幼兒接納在積木區所面臨的挫折，第四階段是與幼兒探討如何搭建較為複雜的建築。二、研究者在初期先改善積木區的學習環境，第二階段到第四階段採取的行動策略為探究教學策略、問題教學策略、差異化教學策略及鷹架教學策略，創造思考教學策略只實施於第四階段。三、研究者發現搭建積木雖然可以促進幼兒發展聯合遊戲，但不容易產生合作遊戲；雖然有助於幼兒發揮同理心，但不容易降低他們對同儕所產生的誤解。

"This study is an action research aiming to investigate how one preschool teacher employed action strategies to help young children learn and develop through building blocks. The research data include observation records, interviews and children's works. This study was conducted in a mixed-age class of a public preschool. The findings are as follows. First, the difficulties encountered in the initial stage were limits in environment planning; in the second stage, young children showed little interest in the block area; in the third stage, young children struggled to deal with their frustration; in the fourth stage, it was difficult for teachers to discuss with young children about how to overcome the challenge of building something they have never attempted. Secondly, in the initial stage, the action strategy adopted by the researcher was''improving the environment''. The strategies applied from the second stage to the fourth stage included''exploring teaching strategy'',''questioning teaching strategy''and''instructional scaffolding strategy''.''Differentiation teaching strategy''was used from the second to the fourth stages, but the''creative thinking teaching strategy''was applied only in the fourth stage. Last, it was found that building blocks could help children develop associative play but was not very effective in promoting cooperative play; although it could promote the development of empathy but was not very effective in reducing children's preconceptions about peers."