運動遊戲教學與幼兒同儕互動之行動研究

Physical Activities and Peer Interaction in a Preschool Classroom

鄭俊傑(Chun-Chieh Cheng) ； 丁秋蘭(Chiou-Lan Ting)

《運動知識學報》 13期 (2016/07) Pp. 1-16

摘要

本研究目的主要探討運動遊戲教學，融入幼兒課程教學中之行動歷程研究。研究者以行動研究方式，探討實施運動遊戲教學的歷程與結果，研究對象為臺北市某國小幼兒園大班年齡為五足歲6位幼童，研究實施的時間為民國104年3月至5月，每週上課一次，每次40分鐘，課堂次數共計8堂。本研究採質性研究取徑，透過教師省思日誌、幼兒活動觀察與幼兒參與教學活動繪圖作品文件等方式蒐集資料，進行多元檢核的分析，同時邀請批判之友提供教學修正建議，除此之外，以三角驗證法及同儕檢核，進行研究信實度檢核，力求多方觀點。研究發現實施運動遊戲教學，能創造有利的同儕互動關係，研究結果顯示：（一）實施運動遊戲教學，改善幼兒同儕互動行為，促進良好人際關係。（二）實施運動遊戲教學，提升幼兒解決問題的能力。（三）實施運動遊戲教學，增進教師專業的成長。研究者根據上述結果，提出相關建議，以供個人及教育實務工作者，作為未來推動運動遊戲教學之參考。

關鍵字

運動遊戲 ； 幼兒教育 ； 行動研究 ； 教材教法

並列摘要

This study mainly focused on physical activity teaching integrating with the action research to pre-school children. Researcher used the qualitative approach to explore the implementation of the course and the results of physical activity teaching to the kindergarteners in a national school classroom. The major participants were six five-year-old children, and the research period was from March to May in 2015, 40 minutes weekly with a total of eight lessons. The research data were gathered through teacher reflection logs, teaching activity observations, children’s drawing work files and feedback from a critical friend. Then those were analyzed inductively with triangulation and peer examination to advance research trustworthiness. The researcher found the implementation of physical activity teaching did enhance some benefits about peer interaction in the classroom: （1） To improve peer interaction behaviors and promote good relationship among children; （2） To enhance children's ability of problem solving techniques; （3） To raise the growth of teacher’s professional skills.

並列關鍵字

action research ； early childhood education ； physical activity ； teaching materials and methods