無字圖畫書與音樂元素之活動設計歷程：以發現學習與感官教育為理論基礎

Activity Design Process Integrating Wordless Picture Books and Music Elements: A Study Based on Discovery Learning and Sensorial Education

本研究旨在探討無字圖畫書結合音樂元素的幼兒活動設計，研究歷程包括前導性探索、活動設計與課程實踐三階段，資料來源涵蓋共讀逐字稿、訪談逐字稿、觀察紀錄、教案與省思日誌。在實施階段於不同場域進行課程試行，以檢視活動的可行性與幼兒參與樣貌。研究結果顯示，幼兒的圖像理解可轉化為音樂元素，進而形成跨模態活動設計。研究並歸納五項核心活動模式，包括動作節奏化、情緒音型、背景氛圍營造、角色主題音樂與音樂敘事結構。未來研究可探討跨模態活動對不同年齡與情境的適切性，並檢視其在語言、情緒與敘事發展上的長期影響。

This study aimed to explore the design process of early childhood activities that integrate wordless picture books with music elements. A qualitative research approach was adopted, and the research process consisted of three stages: preliminary exploration, activity design, and course implementation. Data were collected from shared reading transcripts, interviews transcripts, observation records, lesson plans, and reflective journals. During the implementation stage, the activities were piloted in different educational settings to examine their feasibility and children’s patterns of participation. The findings indicated that children’s visual interpretations of wordless picture books could be transformed into musical elements, which in turn supported the development of multimodal activity designs. Based on the analysis, five core activity patterns were identified: rhythmical movement, emotional sound patterns, background atmosphere creation, character theme music, and musical narrative structures. These patterns demonstrate how music can extend children’s meaning-making processes through visual, auditory, and bodily engagement. Future research is suggested to further examine the appropriateness of multimodal activities across different age groups and learning contexts, as well as their long-term effects on children’s language, emotional, and narrative development.