平衡墊介入教學歷程對幼兒聽覺理解 及注意力之影響

本研究旨在探討平衡墊介入幼兒園教學歷程後，對幼兒聽覺理解及注意力之影響，研究採準實驗不等組前後測設計，並輔以影像觀察及質性訪談。研究對象為62位臺北市某公立國小附設幼兒園4歲及5歲幼兒，其中實驗組計30名，控制組計32名，共進行六周30堂，每堂15至20分鐘之平衡墊介入教學歷程實驗。實驗組與控制組課程皆以靜態活動(含故事繪本、分享、團體討論、課程活動、靜心冥想等)為主，採周次循環教學，實驗組幼兒在活動中採平衡墊介入，控制組幼兒則使用一般座椅。研究工具包含「中文色塊測驗」、幼稚園兒童活動量評量表之「不專注行為量表」及筆者自編之平衡墊使用態度調查表。研究結果如下：一、單因子共變數分析顯示，實驗組與控制組幼兒在中文色塊測驗後測成績達.05顯著水準，顯示在平衡墊介入教學歷程後，實驗組幼兒在聽覺理解表現優於控制組，故平衡墊確能提升幼兒聽覺理解能力。二、單因子共變數分析顯示，實驗組與控制組幼兒在不專注行為量表後測成績達.05顯著水準，顯示在平衡墊介入教學歷程後，實驗組幼兒在不專注行為後測平均數低於控制組，故平衡墊確能降低幼兒不專注行為表現。三、不同性別及年齡幼兒在平衡墊之使用態度上並無顯著差異。四、6周30堂的錄影觀察資料分析顯示，幼兒的四個不專注行為表現均有明顯下降趨勢。五、訪談資料分析顯示，高達八成的幼兒喜愛平衡墊，有九成左右的幼兒認為平衡墊可以幫助自己在學習上更加專注，且未來願意繼續坐在平衡墊上學習。上述結果顯示，平衡墊介入教學歷程後，對幼兒聽覺理解具有顯著提升效果，且能有效降低幼兒的不專注表現，此結果可供教育行政單位、教學現場教師及未來相關研究之參考。

關鍵字

平衡墊；中文色塊測驗；聽覺理解；注意力；幼兒

並列摘要

This study aims to explore the impact of Disc ‘O’ Sit on the auditory comprehension and attention of children after introducing it to the kindergarten teaching process. It adopted the pre-test and post-test design for the quasi-experimental nonequivalent group, supplemented by image observations and qualitative interviews. The research subjects were 62 children aged four and five years old from a kindergarten affiliated to a public elementary school in Taipei City, of which 30 were in the experimental group and 32 were in the control group. Thirty lessons over six weeks were arranged, and 15 to 20 minutes of teaching using Disc ‘O’ Sit were introduced into each lesson, involving static activities (including storybooks, sharing, group discussions, course activities, meditation, etc.). The courses for the experimental group and control group were conducted on a weekly cycle. The students in the experimental group used Disc ‘O’ Sit, while those in the control group used ordinary seats. The research tools included the “Mandarin token test”, the “Inattentive behavior scale” of the kindergarten children’s activity quantity scale and the researcher’s self-compiled survey on the use of Disc ‘O’ Sit. The results of the study are as follows: 1. The single-factor analysis of covariance showed that the children in the experimental group and control group achieved a significant level of 0.5 after the Mandarin token test, indicating that after the introduction of Disc ‘O’ Sit in the teaching process, the children in the experimental group performed better than those in the control group in terms of auditory comprehension. Therefore, Disc ‘O’ Sit could actually improve the listening comprehension ability of children. 2. The single factor analysis of covariance showed that the children in the experimental group and control group achieved a significant level of 0.5 on the inattention behavior scale, indicating that after the introduction of Disc ‘O’ Sit in the teaching process, the average score on the inattention behavior test for the children in the experimental group was lower than that in the control group. Therefore, Disc ‘O’ Sit could indeed reduce children’s unfocused behavior. 3. There was no significant difference among children of different genders and ages with regard to their attitudes towards the use of Disc ‘O’ Sit. 4. The analysis of the video observation data from 30 lessons over six weeks showed that the four unfocused behaviors of children had a significant downward trend. 5. The analysis of the interview data showed that up to 80% of the young children enjoyed using Disc ‘O’ Sit, and that about 90% believed that Disc ‘O’ Sit could help them focus on learning and make them willing to continue using Disc ‘O’ Sit cushions for learning in the future. The above results showed that after being introduced in the teaching process, Disc ‘O’ Sit had a significant effect on the children’s auditory comprehension and could effectively reduce children’s inattentive performance. The results could be used as a reference for educational administrative units, teachers in teaching sites and future related researches.