本研究採行動研究法，探討多元教學策略融入「幼兒發展」課程之成效。研究旨在提升原住民學生的學習成效、增進其對多元教學策略之認同，促進學習動機與課程參與，並評估教育型桌遊之可行性與教師專業成長。教學策略包含：以多媒體簡報結合影片講授核心概念、以結構化學習單引導重點學習並配合隨堂檢核考進行形成性評量、導入自製教育型「幼兒發展教育大富翁」桌遊，以及舉辦「創意幼兒發展宣傳單」競賽。研究對象為任教之國立大學幼兒教育學系一年級26位原住民學生，研究歷時一學期。資料蒐集方式包含問卷調查、課後學習回饋單、焦點團體訪談，以及教學觀察與省思日誌。研究結果：（一）多元教學策略能有效強化原住民學生對幼兒發展理論之學習成效；（二）原住民學生對多元教學策略融入課程具有高度認同；（三）課外投入時間與出席率隨課程推進明顯提升，顯示學習動機與參與度增加；（四）教育型桌遊可促進主動學習與理論統整，具良好可行性；（五）行動研究歷程有助於教師自我覺察與專業成長，並促進教學策略的持續調整與優化。綜上，多元教學策略能同時促進學習效果與學習投入，亦為教師專業精進之有效路徑。惟受自陳式問卷限制，學習成效仍需客觀指標佐證，建議加入前後測、延宕測驗與觀察並行三角檢證。同時，教學實務上宜將隨堂檢核考定位為學習策略而非僅評量工具。

This practice-based study employed an action research design to examine the effectiveness of integrating multiple teaching strategies into the “Development of Young Children” course. The aims were to improve Indigenous students’ learning outcomes, increase their endorsement of the strategies, enhance motivation and course engagement, and evaluate the feasibility of an educational board game alongside the instructor’s professional growth. The instructional design included delivering core concepts through multimedia presentations with videos; guiding focused learning with structured worksheets and administering in-class quizzes for formative assessment; implementing a self-designed educational board game (Development of Young Children Monopoly); and organizing a “Creative Development of Young Children Leaflet” competition. Participants were 26 first-year Indigenous students in the Department of Early Childhood Education at a national university, and the study spanned one semester. Data sources comprised questionnaires, post-class feedback forms, focus-group interviews, classroom observations, and reflective journals. Findings indicated that (1) the integrated multiple teaching strategies strengthened students’ learning outcomes in theory; (2) students showed a high level of acceptance of the strategies; (3) out-of-class study time and attendance increased over the semester, indicating greater motivation and engagement; (4) the board game promoted active learning and conceptual integration and demonstrated good feasibility; and (5) the action-research process facilitated the instructor’s self-awareness and professional growth and supported the continuous refinement of instructional strategies. Overall, multiple strategies enhanced both achievement and engagement. Given the reliance on self-report data, causal inferences about learning effects required further corroboration. It was recommended that future work incorporate standardized pre-post tests, delayed retention tests, and systematic observations with triangulation. Pedagogically, it was further recommended that in-class quizzes be positioned as a learning strategy rather than merely an assessment tool.