運用心靈幫手課程促進幼兒執行功能之行動研究─以融合遊戲團體為例

本研究探討運用心靈幫手課程之教學策略促進幼兒執行功能的歷程與實施過程中面臨的困境和因應方式，以及教師和幼兒的改變歷程。本研究採取行動研究法，以十位幼兒為實施對象，透過融合遊戲團體方式進行16次的介入。資料收集以焦點團體訪談、錄影觀察、行動研究札記等收集介入歷程，以瞭解幼兒在執行功能上的轉變。本研究經過介入發現，幼兒的執行功能在抑制控制、工作記憶和認知彈性皆有所進步。介入的過程發現使用心靈幫手課程之三項教學策略（運用中介物、運用語言、運用共享活動）的重要原則如下：一、在運用中介物部分的有效原則包括：可使用有顏色的數字、圖案與文字於計畫圖以提示幼兒；中介物配合ZPD的重要性；教導使用計畫圖來確認計畫內容；設計挑戰卡的使用，以擴展幼兒玩具的觸角；教導參考生活中的圖片，用玩具建造出類似的物件;以及教導分享板與眼睛圖卡的使用，提醒幼兒專心聽分享。二、在運用語言部分的有效原則包括：教導幼兒使用自我對話來指導與控制自己的行為；教師使用具體的語言和行為來引導幼兒的理解與表達；鼓勵幼兒說出想法，利用語言檢視和釐清自己的思考;以及引導幼兒檢視計畫圖，使其更加完整與擴展。三、在運用共享活動部分有的重要原則包括：教師具體示範玩法和共讀繪本以及教師留意鷹架幼兒間共享與互動。此外，在介入過程中，教師遇到的困境與因應策略包括：減少計畫圖之格數以符合幼兒能力；活動安排以幼兒計畫的執行能連續不中斷為主；開放適當數量的學習角以增加幼兒間互動；課程先結構化再彈性以符合幼兒的學習吸收；擴展與延伸幼兒玩法使豐富遊戲；設立清楚的行為界線，使教室有規則與秩序；以及幼兒對學習角名稱不熟悉時的調整，例如先選想玩的玩具。最後，研究者依研究結果對現場教師和未來研究，提出相關建議以供參考。

關鍵字

心靈幫手；執行功能；遊戲團體；融合教育

並列摘要

This study aimed to explore the course of using strategies based on Tools of the Mind curriculum to improve preschoolers’ executive functions , changes of teachers and preschool-ers, as well as the difficulties and coping strategies in the implementation process. This study adopted the action research approch and sixtheen intervention sessions were conducted with an inclusive play group composed of ten preschoolers. . Qualitative data included ivterviews, viedos and fieldnotes to record changes and intervention process.Findings showed that chil-dren’s executive functions gradually improved in inhibitory control, working memory, and cognitive flexibility. The findings emerged from the process of intervention with the three teaching strategies（using mediators, using language, and using shared activities）of using the Tools are as follows: 1. The effective principles in the using mediators include: adding colored numbers, patterns and texts of plan maps to remind children; the importance of matcing midators with ZPD s; teaching the use of plan maps to confirm the content of the plan; designing the use of challenge cards to expand children’s exploration with toys; teach reference to pictures in life, use Toys build similar objects, and teach the use of sharing boards and eye chart cards to remind children to concentrate on listening and sharing. 2. The effective principles in using language include: teach children to use self-talk to guide and control their own behavior; teachers use specific language and behavior to guide children's understanding and expression; encourage children to express their ideas, use language to examine and clarify their own thinking; and guiding children to review the plan map to make it more complete. 3. The important principles in using shared activities include: the teacher demonstrates spe-cific ways of play and reading together picture books, as well as teacher's scaffolding sharing and interacting amongchildren. In addition, during the intervention process, difficulties encountered by teachers and their coping strategies include: reduce the number of grids in the plan to meet the children's ability; arranging activities so that the implementation of the children's plan was continuous and uninterrupted; keeping an appropriate number of learning corners open to increase the in-teraction between children ; each session is structured in the beginning and then kept flexibil-ity to meet children’s learning; expandingways of children’s play to enrich it; setting clear be-havior boundaries to keep rules and order, and when children is unfamiliar with the name of the learning corner, making adjustment like choosing the toys. Finally, the researchers provide suggestions for teachers and future research based on the research results.