探索教育對學齡前幼兒自我效能影響之研究

Abstract

本研究主要探討「幼兒園內探索課程」對幼兒自我效能的影響。透過相關文獻分析與教學實務經驗發現，幼兒在面對新事物時常表現出自信心不足和挫折耐受力低的現象，因此在遇到困難時容易放棄。研究者希望了解，透過園內教師引導，結合「自我挑戰」元素的探索課程，能對幼兒的自我效能產生哪些具體影響。 本研究採用單一個案研究法，以研究者任教的幼兒園班級作為研究場域，選取六名幼兒作為研究對象（採立意抽樣法）。研究者設計適合園內環境與幼兒能力的課程內容，並進行為期一個月的教學活動。在此過程中，運用觀察法與訪談法收集個案幼兒的行為反應及學習模式改變的詳細資料，最後通過質性分析的五步驟對資料進行整理與分析。 研究結果顯示，幼兒在面對挑戰時，會根據對任務的接受程度展現不同的行為反應，包括離場、尋求協助、自我激勵等。其中，來自同儕或師長的鼓勵對幼兒的自我效能提升具有非常大的影響力。在課程實施過程中，幼兒的學習效能、情緒效能與社會效能均產生轉變，但這些改變在情境變更後的持續性相對有限。研究者進一步發現，即使幼教老師無法經常帶領幼兒到校外進行探索，只要善加規劃園內環境設施，並通過逐步累積經驗，仍然能有效實施探索課程，為幼兒提供多元的學習機會與成長空間。This study primarily explores the impact of"exploration-based curricula in kindergartens" on children's self-efficacy. Through literature analysis and teaching practice, it was observed that young children often exhibit a lack of confidence and low frustration tolerance when faced with new challenges, making them prone to giving up when encountering difficulties. The researcher aims to understand the specific effects that exploration-based curricula, guided by teachers and incorporating elements of "self-challenge," may have on children's self-efficacy. This study adopts a single-case study method, using the researcher's kindergarten class as the study field and selecting six children as participants (using purposive sampling). The researcher designed curriculum content tailored to the kindergarten environment and the children's abilities and conducted a month-long teaching activity. During this process, observational and interview methods were employed to collect detailed data on the participants' behavioral responses and changes in learning patterns. The collected data were then organized and analyzed usinga five-step qualitative analysis process. The results of the study indicate that children exhibit different behavioral responses when facing challenges, depending on their acceptance of the tasks. These responses include withdrawing, seeking help, and self-motivation. Encouragement from peers or teachers significantly impacts the enhancement of children's self-efficacy. During the implementation of the curriculum, improvements were observed in the children's learning efficacy, emotional efficacy, and social efficacy. However, these changes demonstrated limited sustainability after the context was altered. The researcher further found that even if early childhood educators cannot frequently take children on outdoor exploration trips, effectively planning the kindergarten environment and gradually accumulating experience can still successfully implement exploration-based curricula, providing children with diverse learning opportunities and growth spaces.