幼兒園教保活動課程大綱社會領域學習指標之應用：以翻花繩與跳房子爲例

The Application of the Curriculum Guidelines for Preschool Educational and Care Activities–Social Domain Learning Indicators: A Case Study of Cat’s Cradle and Hopscotch

隨著數位科技的普及與生活型態的改變，傳統童玩逐漸淡出現代幼兒的遊戲經驗，取而代之的是電子產品與虛擬娛樂。然而童玩蘊含豐富的教學資源與發展潛能，值得重新於幼兒園教學現場中被賦予教育意義。本研究以《幼兒園教保活動課程大綱》之社會領域學習指標為依據，探討兩項具代表性的傳統童玩「翻花繩」與「跳房子」如何實際應用於幼兒園課程中，並分析其對幼兒社會能力與核心素養發展的影響。本研究採用行動研究法，由研究者帶領幼兒園教師與幼兒保育系學生共同規劃教學活動，分別於台中市某家非營利幼兒園實施「翻花繩」與「跳房子」課程。透過觀察紀錄、教學回饋與教師反思，評估幼兒在活動中的學習表現與發展成效。研究結果顯示，翻花繩有助於幼兒在興趣探索、合作分工與同儕互動中展現主動參與以及分享行為；跳房子則強化幼兒對遊戲規則的理解、文化活動的參與動機及團體協商能力，均能有效提升幼兒在社會領域中的能力表現。本研究發現傳統童玩與課程大綱學習指標高度契合，不僅可作為推動多元文化與社會領域教育之教學媒介，更能深化幼兒的自我認知與社會互動能力，為幼兒園課程設計提供具體可行之參考模式。

With the rise of digital technology and the transformation of modern lifestyles, traditional children’s games have gradually faded from contemporary young children’s play experiences, being replaced by electronic devices and virtual entertainment. However, traditional games are rich in educational value and developmental potential, making them worthy of renewed pedagogical attention within preschool settings. This study, based on the Social Domain Learning Indicators from the Curriculum Guidelines for Preschool Education and Care Activities, explores the application of two representative traditional games—cat’s cradle and hopscotch—in preschool curricula, and analyzes their impact on children's social competencies and core literacy development. The study adopted an action research approach, in which the researcher collaborated with preschool teachers and students from the Department of Child Care and Education to design and implement teaching activities. The curriculum was carried out at the Non-Profit Preschool in Taichung City. Through observation records, teaching feedback, and teacher reflections, the study evaluated children’s performance and developmental outcomes during the activities. The findings revealed that the cat’s cradle activity enhanced children’s interest exploration, peer cooperation, and sharing behaviors. Meanwhile, the hopscotch activity strengthened children’s understanding of rules, motivation to engage in cultural activities, and abilities in group negotiation. Both activities effectively promoted the development of key competencies in the social domain. The results indicate a high degree of alignment between traditional games and the learning indicators set forth in the curriculum guidelines. Traditional games not only serve as effective instructional media for promoting multicultural and social education but also help deepen children's self-awareness and social interaction abilities. This provides a practical reference model for preschool curriculum design.