幼兒科學教學之行動研究

本研究旨在以行動研究方式，呈現幼兒科學教學之整體樣貌，瞭解所運用的教學行動策略實施之情形，並探討在教學歷程中，所遭逢之困難與因應策略。藉由不斷省思及調整行動策略，帶領幼兒運用STEM知能進行科學探究。本研究場域為新竹市某國民小學附設幼兒園，研究對象為九位大班幼兒，進行以水為主題之科學探究，期間為期十五週，共計十九個教學活動。研究者透過教學觀察記錄（如：教學速記、影音記錄等）、訪談、教學省思日誌、幼兒表徵作品及雙週報等方式，蒐集相關研究資料進行分析與討論。研究發現：（一）教師教學前，除了需以幼兒感興趣之焦點展開探究，亦需提供遊戲的情境及豐富的探究素材；在師生共構課程中，安排充裕的探究時間，並善用鷹架幫助幼兒聚焦探究。（二）教學歷程中，善用各種教學策略，以引導幼兒運用科學程序能力展開探究，並提供幼兒大量動手操作之機會，以及問題解決之歷程，其為統整性課程，亦富含STEM教育之內涵，促使幼兒獲致科學技能、從中體驗科學概念，並形塑良好科學態度。（三）研究過程中發現到，因不諳科學領域，遂影響了教學信心，亦使一般教學技巧受到影響。最後，研究者根據本行動研究之經驗提出建議，以供現場教學及未來研究之參考。

關鍵字

幼兒科學教學；行動研究；統整性課程； STEM教育

並列摘要

This study aims to present the overall appearance of early childhood science teaching in an action-based research manner, to understand the implementation of the teaching action strategies used, and to explore the difficulties and strategies involved in the teaching process. By constantly thinking and adjusting the action strategy, the children will be guided to use STEM knowledge to conduct scientific inquiry. The research field is a kindergarten for a national elementary school in Hsinchu City. The research object is nine large-scale children, conducting water-themed scientific inquiry. During the period of 15 weeks, there are 19 teaching activities. The researchers collected relevant research data for analysis and discussion through teaching observation records (such as: teaching shorthand, audio and video recording, etc.), interviews, teaching reflection logs, child representation works and biweekly reports. The study found that: (1) Before teaching, in addition to exploring the interests of young children, it is necessary to provide the context of the game and the rich research materials. In the teacher-student co-construction course, arrange sufficient inquiry time and make good use of it. The scaffold helps young children focus on inquiry. (2)The process of teaching, make use of various teaching strategies, in order to guide children to use science to explore the application ability, and provide children a lot of hands-on opportunities, as well as the process of problem solving, as the integrated curriculum, is rich in STEM education connotation, encourage children to achieve scientific skills, experience, scientific concept, and shape the good scientific attitude.(3) During the research, it was found that because of the lack of scientific fields, it has affected teaching confidence and affected general teaching skills. Finally, the researchers make recommendations based on the experience of this action study for on-site teaching and future research.