設計思考應用於幼兒園藝術教學之行動研究 －以桌遊「卡卡頌」的運用為例

摘要設計思考應用於幼兒園藝術教學之行動研究－以桌遊「卡卡頌」的運用為例在這二十一世紀資訊爆炸的時代，擁有整合與妥善運用各方資訊的能力是很重要的，故研究者期望透過設計思考的歷程，培養幼兒主動思考進而解決問題的能力。本研究採「教師即研究者」的行動研究，運用大衛‧凱利（David Kelley）設計思考的五大步驟：同理心、定義問題、發想、製作原型、測試等進行課程設計，並結合富有趣味及美感的桌上遊戲「卡卡頌」融入幼兒園的藝術創作課程中，針對幼兒園中大班十四位幼兒實施教學。本研究之目的為：一、提升幼兒創作之動機與信心。二、增加幼兒藝術創作的能力。三、培養幼兒解決問題的能力。活動內容共分為三個時期：一、前期：了解桌遊「卡卡頌」的遊戲規則與內容，觀察與發現桌遊中的藝術元素與其共通性。二、中期：設計理念的萌發期，運用設計思考五步驟進行創作，並以小組合作的方式進行。三、後期：創意發想期，透過新規則的擴散性發想，進行「卡卡頌自製版」的創作，並在完成後進行桌遊發表大會。依據研究目的所得的結論如下：一、以設計思考為本之桌遊設計課程，其教學歷程中塑造的開放、自由探索、遊戲式的學習環境，能有效提升幼兒創作之動機與信心。二、透過本研究教學歷程，發現幼兒在藝術創作能力的五大面向－媒材控制、社會互動、情緒展現、圖像表達、團體配合度中皆有提升。三、在幼兒展現的創意卡卡頌自製版中可看到其一步步解決問題的痕跡與脈絡，顯示透過本研究課程引導，能提升幼兒解決問題之能力。關鍵字：設計思考、桌上遊戲、遊戲式學習

關鍵字

設計思考；桌上遊戲；遊戲式學習

並列摘要

Abstract An Action Research of Integrating the Method of Design Thinking into Kindergarten Art Teaching -the Application of the Board Game “Carcassonne” In the era of information explosion in the 21st century, it is very important to have the ability to integrate and properly use information of various kinds. Therefore, the researcher hope to cultivate the ability of young children to think and solve problems through the process of design thinking. This study conducts an action research that centers on the idea of “teachers as researchers” and uses David Kelley to design the course in five major steps: empathy, problem definition, thinking, prototyping, testing, etc. The fun and beautiful table game " Carcassonne " is integrated into the kindergarten's art creation course to teach 14 children in the kindergarten. The purpose of this study is to: First, to enhance the motivation and confidence of children's creation. Second, to increase the ability of children's artistic creation. Third, to cultivate children's ability to solve problems. The content of the course is divided into three periods: First, the early stage, the students are expected to understand the game rules and contents of the board game " Carcassonne " and to observe and discover the artistic elements in the board game and their commonality. Second, the mid-term,the germination period of the design concept, following the five steps of design thinking to create, and in the form of group cooperation. Third, the last stage, creative thinking period, through the proliferation of new rules, the creation of the " Carcassonne homemade versions" were completed. A new game presentation was held. As for the implementation of the study, the researcher conducted participant observations interviews and surveys. The researcher also collected feedback forms photography, video, teaching records, reflection records, observation records, children's works and other documents, for evaluation, analysis, reflection and comparison. The conclusions obtained are as follows: 1. The design thinking-based board game design course, the open, free exploration, game-like learning environment created in the teaching process can effectively enhance the motivation and confidence of children's creation. 2. Through the teaching process of this research, found that children have improved in the five major aspects of artistic creation ability - media control, social interaction, emotional display, image expression, and teamwork. 3. In the creative version of the children's creative card, you can see the traces and veins of the problem step by step.The guidance displayed through this research course can improve children's ability to solve problems. Keywords: design thinking, board game, Game-Based Learning