幼教師協助幼兒探索桌上遊戲邁向自主學習之研究

Study on a preschool teacher's facilitation to the children's self-regulated learning in board games

本研究主要探討幼教師協助幼兒探索桌上遊戲邁向自主學習的策略，以及在協助幼兒桌上遊戲邁向自主學習中所遇到的困難與因應策略。本研究採質性研究，以一所國小附設幼兒園開心班17位幼兒為研究對象，透過觀察和錄影幼兒桌上遊戲的行為、師生團體討論的過程，以及收集幼兒的桌遊區計畫表和訪談幼兒的資料，歸納分析幼教師協助幼兒探索桌上遊戲邁向自主學習的策略，研究進行的時間共計二十週。
本研究發現，教師在桌上遊戲中佈置吸引孩子的桌遊區情境以吸引幼兒興趣、在日常生活中充實孩子數學經驗、協助幼兒覺察桌上遊戲的學習途徑與步驟，以及協助孩子自我指導及自我評估等策略。這些策略，非階段性策略，能同時且循環進行。具體的研究結果如下：
一、介紹桌上遊戲的方式，以學習區跨區共同主題搭配繪本效果最佳，若單以繪本介紹桌上遊戲，無法吸引孩子興趣，可適時更換其他繪本。
二、介紹桌上遊戲時，先讓幼兒探索配件和自製說明書，再給予幼兒足夠時間操作桌上遊戲，能讓孩子對新的桌上遊戲興趣度較高。
三、教師透過桌遊區任務，提供幼兒找尋遊戲策略，進而自發地尋找遊戲策略。
四、教師利用桌遊區計畫表，增強孩子計畫、執行、檢視與行動的學習歷程，協助幼兒覺察桌上遊戲的學習途徑與步驟。
五、教師以漸進的方式，協助幼兒自製桌上遊戲，教師先協助個人自製桌上遊戲，孩子從中學習自製桌上遊戲的先備經驗，再進展到小組自製桌上遊戲。

This study mainly explores the strategies of preschool teachers to facilitate to the children’s self-regulated learning in board games, and explore the difficulties and coping strategies encountered by preschool teachers in facilitating to the children’s self-regulated learning in board games. With 17 children in the class of a preschool affiliated to an elementary school as the participants, this study employs a qualitative research and collects data by observing and videotaping the children’s board game behavior, teacher-children’s discussions, interviewing children, and board game area plan sheets for a total of twenty weeks.
The teacher was found to adopt strategies such as setting up board game areas to attract children, enriching children’s mathematical experience in daily life. The above strategies are non-phased strategies. The specific findings are as follows:
1. The teacher introduces board games by picture books with common themes in other learning areas to have the best effect. If using picture books to introduce board games. Fails to attract children’s interest, you can replace them with other picture books in due course.
2. When introducing board games, first let the children explore the accessories and homemade instructions, and allow them enough time to operate the board games. Children will be more interested in new board game.
3. By assigning the task in the board game area, the teacher helps the children find the strategies of the game. The children are gradually conscious of the game strategies on their own.
4. The teacher in this study assist children to take a plan for the board game can inspire children’s learning through the process of planning, doing, checking and action.
5. The teacher helps children make their own board games step by step. Teachers first assist individuals in making their own board games, from which the children bring what they learn from the individual experiences to group self-made board games.