學齡前幼兒動畫創作之教學實踐研究：認知發展觀點

Research on the Effectiveness of Teaching Preschoolers Animation Creation: From the Perspective of Cognitive Development

本研究根據皮亞傑提出之認知發展理論，以理性思維尚未成熟的運思前期幼兒為對象，探討動畫創作的認知基模建構歷程。本研究採取個案研究法，以臺北市某國小附幼12名中大班幼兒為對象，教師蒐集教學觀察、研究省思、專家討論、訪談紀錄進行質性分析，並透過三角校正等方式增加研究信實度。本研究提出以下發現：一、教師可根據運思前期幼兒認知特徵，以提問、團體討論、實作探究之教學歷程進行幼兒動畫創作教學；二、善用運思前期幼兒的舊經驗，開展動畫創作的認知發展同化及調適行動；三、運思前期幼兒理解動畫創作內涵，表現自我中心、直接推理及因果關係等運思特徵。研究提出相關建議，作為後續參考。

Based on the cognitive development theory proposed by Jean Piaget, this study aims to explore the constructive process of cognitive schemas through teaching animation creation to the children in the stage of preoperational whose rational thinking is immature. The case study method has adopted 12 children as the research objects, who are aged 4 to 6 from a kindergarten affiliated to a primary school in Taipei City. The teachers collected data through observation, research reflection, expert discussion and interview records. Qualitative analysis was then applied and triangulation was also used so as to increase research reliability and validity. The findings of the study are as follows: First, teachers can plan teaching strategies from the questioning, group discussion, and practice and inquiry in the teaching process according to the cognitive characteristics of the children in the stage of preoperational. Second, the children in the stage of preoperational are able to utilize their past experiences to carry out the cognitive development and mental activities to develop assimilation and accommodation of animation creation; Third, the children in the stage of preoperationalshow egocentrism, transductive reasoning, causality and other characteristics of this stage in understanding the connotation of animation creation. The research proposes relevant suggestions for follow-up teaching and research reference.