高瞻教學策略融入積木區活動以提升混齡幼兒合作學習能力之行動研究

本研究旨在探討以高瞻課程「計畫-工作-回顧」的教學策略為核心概念，設計「共學合作方案」融入於積木區活動中，來提升混齡幼兒合作學習能力之行動研究。以「共學合作方案」的教學歷程、實施困境與因應之道，從中了解混齡幼兒合作學習能力改變之情形，藉此探究教師在教學方案實施中的省思與專業成長。本研究採用行動研究法，依據高瞻教學策略的鷹架理念，設計以「計畫-共作-回顧」融入於積木區活動中，以新北市太陽國小附幼混齡班之25位幼兒為研究參與對象，透過以口語表達溝通與關懷合作的合作導向課程設計，進行為期七週，共三個循環之行動課程研究。本研究於單位積木區、kapla積木區、小單位積木區進行「共學合作方案」課程實施中，透過採用錄影拍攝、教學日誌省思、協同教師觀議課、學生訪談、紙本積木區計畫表、合作學習評量前後測等資料進行描述與詮釋。歸納研究結果與發現如下：壹、課程實施歷程一、透過積木區實作搭建遊戲，有效地提升混齡幼兒合作學習動機二、混齡幼兒藉由不同的鷹架協助，有助於小組完成合作學習的任務三、混齡幼兒參與不同的活動型態經驗，增加口語表達與溝通的機會，進而提升關懷合作核心素養能力貳、「共學合作方案」課程實施困境與因應一、新的共學合作方案加入，教師須考量學生適應程度再實施課程二、混齡幼兒每次小組所搭建得任務、人員組成皆為不同，而會有各種合作上的紛爭出現，教師須透過協同議課、生活團討等方式來修正前項困境參、教學者專業發展的轉變一、透過協同教學模式的交流，充分地增進教師課程教學能力二、教師肯定教學信念與自我效能基於上述研究發現，研究者針對教師教學實務與未來研究提出建議。

關鍵字

高瞻課程；積木區；合作學習

並列摘要

The purpose of this research is to explore the action of improving the cooperative learning ability of mixed-age children by designing a "learn together for cooperation program" with the teaching strategy of "Plan-Do-Review" of the HighScope course as the core concept. Based on the teaching process, implementation difficulties and coping strategies of the " learn together for cooperation program ", we can understand the changes in the cooperative learning ability of mixed-age children, and explore teachers' reflection and professional growth in the implementation of the teaching program. This study adopts the action research method, based on the scaffolding concept of HighScope teaching strategy,it’s designed to integrate "Plan-do together-Review" into the activities of the building block area. The research participants conducted a seven-week, three-cycle action curriculum research through a collaboration-oriented curriculum design of oral communication and caring cooperation. In the implementation of the " learn together for cooperation program " course in the unit building block area, kapla building block area, and small unit building block area, this study adopted video shooting, teaching log reflection, collaborative teacher observation class, student interviews, and paper building block area planning. Collected data to describe and interpret action research. To summarize the findings of this research,we found that: ·Course implementation process 1. Implement building games through the building block area to effectively enhance the cooperative learning motivation of mixed-age children. 2. Children of mixed ages are assisted by different scaffolding, which is helpful for the group to complete the task of cooperative learning. 3. Children of mixed ages participate in different types of activities and experiences, increase the opportunities for oral expression and communication, and enhance the core literacy of caring and cooperation. ·" Learn together for cooperation program " Curriculum Implementation Dilemma and Response 1. New " learn together for cooperation program" has been added. Teachers must consider the degree of adaptation of students before implementing the curriculum. 2. Each group of mixed-age children builds different tasks and personnel, and there will be various disputes in cooperation. Teachers must correct the dilemma in the preceding paragraph through collaborative class discussions, life group discussions, etc. ·Shifts in the professional development of educators 1. Through the exchange of collaborative teaching mode, teachers can fully enhance the teaching ability of teachers' courses. 2. Teachers' affirmation of teaching beliefs and self-efficacy.