| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 97 === This study examines the influence of learning centers upon the movement skill learning effectiveness of the four-year-old children in the middle class of a kindergarten, and proposes specific recommendations of future curriculum planning and research for the teachers. This study is completed based on the action research, taking 27 children from the author’s class as the experimental group who participate in the test and another 27 children from the other class as the control group who do not participate. There are totally 54 children, between the full age of 4 and the full age of 5, involved in the test for 20 days and 4 weeks. The following three movement tests are taken: first, a three-meter straight walk, to test the skill of stability in movement; second, the standing long jump, to test the skill of mobility in movement; and third, consecutive five stop shots, to test the skill of maneuverability in movement. Figures obtained from the three tests are analyzed according to both before after the test, and the status of the movement skill of the four-year-old children is further studied with the average and standard deviation (SD). Analysis is also made upon the homogeneity of regression coefficients test and analysis of covariance (ANCOVA) inside the group. In addition, teachers’ daily books, child study sheets and parents’ feedback sheets are also studied as part of the result of this research on young children’s movement skill learning effectiveness. Based on these written materials and experimental results, this study concludes that:
1. Before learning area is accepted as a way of learning, children of the control group are better in both stability and maneuverability skills, while children of the experiment group are better in mobility skill.
2. On the whole, children improve themselves in all these three movement skills after learning centers is accepted as a way of learning.
3. The acceptance of learning centers has no influence upon the effectiveness of learning the stability skill.
4. The acceptance of learning centers has no influence upon the effectiveness of learning of mobility skill.
5. The acceptance of learning centers will indeed improve the effectiveness of learning maneuverability skill.
6. We will look deeper into children’s problem in learning movement skills by examining the curriculum and teaching methods from the action research.
（1）Teachers will also understand better children’s problem in learning movement skills by experimenting, reflecting and modifying through a Behavior Research process.
（2）Children and their peers will become more involved in learning movement skills by interacting with and learning from one another.
At last, as this study concludes, specific recommendations have also been proposed concerning the future teaching and study of how to impose learning area upon children’s learning of movement skills.
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