幼兒於樂高活動中兩人合作模式的探討

Collaborative Modes of Preschoolers in Lego Activities

本研究旨在探討幼兒於實驗情境中進行仿作和創作樂高活動時所出現的 合作模式，並進一步檢視其與年齡、性別、母親教育程度等個人因素之關 係。以 240 位三至五歲幼兒為對象，再依同年齡、同性別、同母親教育程度、熟識但非好朋友關係的兩名幼兒配對，共組出 120 對受試幼兒。研究結 果發現：我國學齡前幼兒的合作行為有「觀察細緻化」、「引導活動」和「共 同建構」三種模式。仿作活動中，三歲組的合作模式以「觀察細緻化」為主， 四歲組則偏「引導活動」模式，五歲組則重「共同建構」的合作模式。在創作 活動中，三歲組的合作模式仍偏「觀察細緻化」，而四歲組和五歲組則以「共 同建構」模式為主。卡方考驗的結果顯示：仿作和創作活動中，幼兒年齡和母 親教育程度不同，幼兒的合作模式有顯著不同，但幼兒性別因素則沒有顯著 性效果。此研究結果將可瞭解幼兒合作模式的發展，並進一步提出建議以做 為教師、父母及未來研究的參考。

This study investigated the dyadic collaborative modes of preschool children in two activities, a replica of a Lego model and a creative Lego work. The relationships among children’s age, sex, and mother’s education and their dyadic collaborative modes were examined also. Participants were peer dyads of 3-, 4-, and 5-year-olds, with 40dyads per age group (two members of each dyad are the same background, and they are acquaintances but not good friends). It was found that preschoolers showed three collaborative modes in each age group. In Activity 1, the main mode was “observation-elaboration” for age 3, “guided activity” for age 4, and “co-construction” for age 5. In Activity 2, the main mode was “observation- elaboration” for age 3 and “co-construction” for age 4 and age 5. The χ2 tests both yield significant effects with the children’s age and mother’s education in two activities, but not with children’s sex. The development of collaborative mode with age was established. Finally, some suggestions for teachers, parents, and future research were listed.