幼稚園混齡班級中的同儕鷹架歷程

• Main Authors: lee ming fang, 李明芳
• Other Authors: 蔡敏玲
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/46398809683184573031

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 97 === Abstract The purpose of this research is to understand the process of peer scaffolding in a mix-aged class. The researcher questions include：1. What are the contexts in which the scaffolding is launched? 2. How are the scaffolding strategies applied and responded to? 3. What might happen after the scaffolding take place? The researcher was the class teacher. The observation lasted for seven months. Data collected include observation records, unofficial interviews, and related documents. The researcher analyzed the data according to the following steps: sorting and segmenting the data, read the transcripts repeatedly, classifying and coding the data. The findings are organized and presented in three parts. Firstly, it was found that mix-aged peer scaffolding can be launched in different learning corners. Among students of the same age, two-way scaffolding was commonly observed. In the interaction of five-year-olds with four-year-olds, five-year-olds were the primary scaffolding builders. However, the four-year-olds had the ability to build scaffolding as well. Same-sex peer groups had a higher percentage of scaffolding interaction, nevertheless boys provided less support to the opposite sex. Girls, on the other hand, seemed equally willing to provide scaffolding support to peers from both sexes. In the working corner, girls were observed to provide more frequent support to boys. The reasons to initiate peer scaffolding included the following: to help peers to solve problems, to play with peers and to show off and to compete. Secondly, the scaffolding strategies included verbal expression, physical demonstration and tools application. At times, scaffolding builders used two or more strategies simultaneously. The receiver would then respond by imitation, making attempts or innovation. Thirdly, most of the peers having experienced the scaffolding were found to extend and expand their play, to present more cooperative behaviors and to initiate new scaffolding. Very few children were engaged in damage and destruction after been scaffolded. Key words：kindergarten, mix-aged class, mix-aged interaction, scaffolding, peer scaffolding.