以腦適能觀點的桌遊科際整合式課程之行動研究──以美美國民小學為例

Action Research on the Interdisciplinary Integrated Curriculum of Tabletop Games from the Perspective of Brain Fitness-Take Meimeimin Primary School as an Example

本研究以「腦適能」觀點規劃一套桌遊科際整合式課程，目的為發展以腦適能觀點出發之桌遊科際整合式課程，並了解其實施情形，同時提供研究結果與建議供各校推動參考。本研究以行動研究輔以半結構訪談與觀察法針對「美美國民小學」19名學生，探究課程的可行性、實施成效、影響因素與課程推動可行具體作法。本研究經結果與討論得到以下結論，包括：以腦適能觀點的桌遊科際整合式課程的架構是經慎思熟慮的永續動態系統，內容能統整學生的知識與經驗，亦是正式課程的延伸；實施情形有因為學習而有效整合大腦功能、因為改變而成為有意義的學習，影響因素包括教師的專業銜接、時間與經費；課程推動具體可行，並根據研究結果提出相關建議。

This study plans a tabletop game interdisciplinary integrated curriculum from the perspective of ''brain fitness'', with the purpose of developing an interdisciplinary tabletop game integrated curriculum from the perspective of brain fitness, and understanding its implementation, and providing research results and suggestions For schools to promote reference. This study uses action research supplemented by semi-structured interviews and observations to focus on 19 students of ''Meimeimin Elementary School'' to explore the feasibility, implementation effect, influencing factors and feasible specific practices of curriculum promotion. The results and discussion of this study lead to the following conclusions, including: the structure of the tabletop game interdisciplinary integrated curriculum from the perspective of brain fitness is a deliberate and sustainable dynamic system, and the content can integrate students' knowledge and experience. It is also formal The extension of the curriculum; the implementation situation includes effective integration of brain functions due to learning, and meaningful learning due to changes. The influencing factors include teachers’professional connection, time and funds; the promotion of the curriculum is specific and feasible, and relevant suggestions are made based on the research results.