- 期刊
遊戲裡的乾坤：幼兒運動遊戲理論與實務
Magic of Game: The Theory and Practice for Kindergarten Physical Education Class
摘要
背景：幼兒運動遊戲課程在幼兒教育中逐漸成為不可缺少的教學單元，因為遊戲的安排和幼兒體能教師在課程中對幼兒的影響力，讓幼兒喜歡在課程中運動。因此，帶領課程的幼兒體能教師的專業背景直接影響課程的品質。然而，目前幼兒園運動遊戲課程的師資培訓並未依據《教師教育法》的相關法規。換言之，幼兒運動遊戲教師的背景並無學歷與專長的限制，因此幼兒運動教育環境的發展相對不穩定。目的：本探討以遊戲導向的幼兒運動課程與教學者欲表達的運動理論與教育理論相關內涵之連結。方法：以質性研究之實踐取向為研究方法，並且以幼兒體能教師上課紀錄為研究材料，加以分析探討運動遊戲課程中的理論結構。結果：研究發現在課程中應用的教育理論常包含Bandura社會學習理論、Vygotsky認知發展論、Piaget三山實驗現象和專注現象、和行為取向學習理論；以及運動理論有動作技能發展三階段理論、動作學習相關理論等。結論：幼兒運動遊戲課程富涵教育理論和運動理論，教學者能將理論結合在教學實務中，對幼兒的身體與心理發展將有實質上的幫助。然而，本研究限制在於僅分析一篇上課記錄內容，代表性相對侷限，是否一體適用其他課程，將可做為未來研究的方向。
並列摘要
Kindergarten physical education (PE) classes, especially those involving games as a form of learning, are gaining popularity. The proper arrangement of games and professional guidance in PE classes can help children enjoy exercise. Therefore, the professional background of PE teachers directly influences the learning quality of children. However, existing training programs for PE teachers do not comply with the relevant laws of the Teacher Education Act. Thus, if PE teachers lack the required theoretical knowledge and practical expertise, the physical development of kindergarten children attending PE classes may not be well grounded. Purpose: This study investigated the effective incorporation of exercise and educational theories in game-oriented PE curriculums for kindergarten children designed by instructors. Methods: The proposed method is mainly based on praxis-oriented qualitative analysis. The curriculum designed by the instructors were analyzed to verify the incorporation of exercise and educational theories. Results: The educational theories incorporated in the curriculums were Bandura's social learning theory, Vygotsky's cognitive development theory, Piaget's cognitive development theory, and behavioral learning theories. Exercise theories such as three-stage motor development theory and motor control and learning theories were incorporated. Conclusion: When kindergarten PE curriculums incorporate educational and exercise theories, PE teachers can implement the theories while teaching, which can promote physical and psychological development in children. The representativeness of the findings of this study might be limited because data from a single class record were analyzed. Future studies should use more data from different classes to determine the generalizability of the proposed idea.