運用鷹架策略於學習區 促進混齡班幼兒社交能力之行動研究

Promote social ability of preschool children in the grouping

林以婕(Yi-Jie Lin)

指導教授 ： 曾聖翔

淡江大學/教育學院/教育與未來設計學系課程與教學碩士班/碩士(2022年)

https://doi.org/10.6846/TKU.2022.00560

摘要

研究者發現教學現場中，由於幼兒在面對衝突或者是遊戲的過程，會因為不知道如何處理而顯現不知所措，有時會演變成肢體衝突，進而尋求教師的協助。
因此，本研究以學習區課程為主，透過鷹架策略於學習區活動來進行研究，分別採用同儕鷹架、語言鷹架、回溯鷹架，此課程為花草國小附設幼兒園混齡班幼兒，設計了三個階段的主題式課程，分別是積木區、樂高創作區、扮演區，以此了解學生在社交能力方面的改變及影響。
課程前透過團體討論，進行學習區規則討論和回顧。每次課程後教師會透過社交能力記錄表，紀錄幼兒在學習區中的互動方式。課程中進行的小組討論、分享與教師觀察，則用來作為分析時的依據。
實驗結果發現，幼兒在課程後，對於與同儕間的互動較能表達出自己的想法，並且盡量以溝通方式解決衝突，也出現協助他人的行為，在社交能力上有逐漸提升趨勢，於此將鷹架策略帶給學生學習的方式，教師的運用不只運用於學習區課程，在其他課程中更是課程規劃的利器。

關鍵字

混齡班 ； 鷹架策略 ； 學習區 ； 社交能力

並列摘要

The researcher observed that children appeared lost and overwhelmed in the process of playing games or facing conflicts, as they do not know how to deal with them. Situations like these will sometimes turn into physical conflicts and children then seek for the help from teachers.
Therefore, this study focused on the learning area and conducted research through the scaffolding strategies, including peer scaffolding, language scaffolding, and retrospective scaffolding respectively. In order to understand the changes and impacts of students' social skills, three-stage theme-based courses were designed, including the building block area, the Lego creation area, and the play area.
Discussions and the rules of the learning area were conducted through group discussions before the course. After each lesson, teachers used a social ability record sheet to document the way children interact in the learning area. Group discussions, sharing, and teacher observations during the course were collected for analysis.
The experimental results showed that after the course, children were more capable to express their own ideas about the interaction with their peers, and tried their best to resolve conflicts through communication. They were more likely to help each other, and their social skills improved gradually. Scaffolding strategies brought students a way of learning. Teachers' use of the scaffolding strategies was not only in the learning area, but also a powerful tool for curriculum planning in other courses.

並列關鍵字

mixed-age grouping ； Learning Area ； scaffolding ； sociability

參考文獻

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