幼兒在電腦區正向的情意表現之研究

Study on young children's positive affective behaviors in computer learning center in a kindergarten classroom

廖晨鈞(Chen-Chun Liao) ； 林聖曦(Sheng-Hsi Lin)

《兒童與教育研究》 6期 (2010/08) Pp. 69-104

摘要

本研究探討幼兒操作電腦遊戲時，同儕的正向情意表現，以及幼兒對同儕正向情意表現之反應。本研究採質性研究法，以高市某國小附幼29位4至6歲幼兒為研究對象，分析的有效資料包括93次觀察、11次正式訪談、38次非正式訪談與每人36份的「學習區探遊記錄」。研究發現幼兒在電腦區正向的情意表現依初始萌發到積極顯現的歷程，呈現精神支持與情感支持。首先，精神支持方面係屬形體陪伴與關注。同儕喜群聚觀摩操作者遊戲，藉以幫忙注意操作者的遊戲，表達關切與興趣。操作者對同儕陪伴與關注感到欣喜與放心，將同儕視為顧問，也為同儕解惑，彼此互惠與依存。其次，情感支持是因同儕的同情觸發，接連以口語和動作表達；在口語方面，同儕多以稱讚、鼓勵、贊同與歡呼等方式，顯現其受操作者達到遊戲高潮或目標的感動，給予正向的回饋；動作方面，同儕以笑、鼓掌、點頭、擁抱、撫摸臉頰、拍肩等向操作者回應表達善意與歡欣鼓舞的情緒，以及對同儕的接納與肯定。操作者的情緒受同儕情感支持而表現更有自信。電腦區的自由遊戲可以讓幼兒訴諸情感表達，以情意為基礎發展正向的社會互動行為，涵養幼兒品格。此外，本研究亦發現低開放性的軟體比高開放性軟體較能引發同儕正向情感支持的行為。

關鍵字

幼兒 ； 電腦區 ； 學習區 ； 電腦遊戲 ； 情意表現 ； 同儕互動

並列摘要

The purpose of this study was to investigate the positive affective behaviors shown by the young children in computer learning center during free play time in a kindergarten classroom. 29 four-to six-year-old children were observed, each for 15 minutes, in interaction with peers in computer learning center in the classroom. In addition, they were individually interviewed after their play. They also drew and asked to draw on papers about what they experienced in the computer learning center. Data analysis came from the transcription of videotaping, transcription of audiotapes from interviews and documents. Mainly, the findings indicated that children exhibited two types of positive affective behaviors in their interaction with peers in the computer learning center. One is implicit and passive form, like gathering, accompanying and spiritual attentions. Another is active and explicit mode, called emotional supports, like expressions of admiring, appreciating, respect and support. First, the peers' accompany with the game player begins to indicate their interest, consideration and close attentions to the game player and to the content of the games. The most common phenomenon was the peers' spontaneously gathering and watching the game player's playing. Through watching, the peers followed with the interests and showed their learning, and most importantly, they seem to get the entry ticket into the collaborative play. In addition, they spontaneously and gradually develop the class climate of the learning from each other. Moreover, the emotional support of the peers normally shown by the positive colloquial language and nonverbal language. Those served as symbol or function of appreciating and admiring the performance of the game player.

並列關鍵字

young children ； computer learning center ； computer game ； affective behavior ； peer support ； peer interaction