「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究

Effects of Memory-Inhibitory Control Activity with Embedded Repeated Read-aloud Programs on Executive Function and Oral Comprehension Ability of Preschoolers

本研究旨在探討「記憶－抑制控制」活動融入語文教學對幼兒執行功能與口語理解能力的影響。本研究採準實驗前後測設計，以臺灣東部某公立國小附幼一班及私立幼兒園55名4.8～6歲中大班幼兒為研究對象，依參與幼兒的年齡及畢保德圖畫詞彙測驗百分等級分數，平均分配至實驗組與對照組。教學實驗前後，兩組幼兒均接受課程本位詞彙理解測驗、口語理解測驗、幼兒語文工作記憶測驗與抑制控制評量（「頭－肩膀－膝－腳趾」評量作業）等四項測驗。實驗組幼兒接受「記憶－抑制控制」活動融入重複朗讀教學，對照組幼兒則接受重複朗讀方式講述故事。實驗課程每週進行四次，每次30分鐘教學，總共實施九週共36次。研究結果顯示，實驗組的幼兒在屬於執行功能能力的工作記憶能力、抑制控制能力與語文理解的聽覺理解能力有顯著的效果，在課程本位評量的檢驗結果也達良好的教學效果。最後綜合研究結果，提出結論與討論，並對幼兒語文教學及未來研究提出建議。

Executive function develops rapidly among preschoolers and is critical for early cognitive development. This study investigated the impact of teaching strategies on preschoolers’ oral language skills, specifically repeated read-aloud programs with memory-inhibitory activities embedded. This study employed a quasi-experimental pretest-posttest design. Children aged from 4 years 8 months to 6 years participated in the study (N = 55). They were recruited from preschools in Taitung County. A total of 27 children were assigned to one experimental group (executive function group), and the remaining 28 were assigned to the control group. Preservice teachers were recruited and trained to teach both groups. The intervention spanned 9 weeks. Oral language tests (curriculum-based receptive vocabulary and oral comprehension) and executive function tests (verbal working memory and inhibitory control) were administered before and after the intervention. The findings revealed that the experimental group had a significant positive impact on participants’ oral language comprehension and executive function abilities compared with the control group. The implications of the study findings are discussed, and potential topics for future research are proposed.