運用概念為本探究歷程提升幼兒中文學習參與與語言表達之行動研究：以IB主題「我們如何表達自己」為例

Abstract

本研究探討如何透過概念為本的探究歷程，提升三歲幼兒在中文沉浸式課程中的語言參與與表達能力。隨著 IB 課程在華語教學中的應用日益普及，學齡前學童如何在探究導向課程中發展語言能力已成為教學現場的重要議題。研究以 IB PYP 主題「我們如何表達自己」為核心，結合概念為本課程理論與探究式教學原則，設計為期六週的教學歷程。課程依探究六階段發展，涵蓋感官體驗、形容詞習得、比喻與用途應用、因果句型運用、分類與通則建構，以及情境角色扮演等語言活動，語言學習目標包含基礎句型練習、語彙擴展與語境中的語言運用。本研究採行動研究法與個案研究法，聚焦三位三歲幼兒之語言發展歷程。結果顯示，概念導向的探究歷程有助於提升幼兒的課程參與度、語言參與度與句型表達多樣性，並促進語言的遷移與創造性使用。三位個案於語言發展歷程中展現出不同風格與進展，有的能穩定運用所學句型，有的在創造性表達上表現突出。教師的語言引導與情境設計亦在支持語言輸出方面扮演關鍵角色。本研究證實，概念為本的探究歷程有助於促進三歲幼兒的中文學習表現，特別在形容詞運用、比喻表達與因果句型的建構上表現顯著，亦能支持語言從課堂遷移至日常情境中。課程歷程亦觀察到幼兒學習參與度隨活動設計與概念引導逐週提升，能更主動投入課堂互動與語言表達。此研究可為未來沉浸式華語教學與 IB 課程設計提供具體的實務建議與理論參考。This study investigates how a concept-based inquiry process can enhance the language participation and expressive abilities of three-year-old children in a Chinese immersion curriculum. With the growing application of IB programs in Chinese language education, how preschool learners develop language through inquiry-based approaches has become a central concern in early childhood pedagogy. Centered on the IB PYP transdisciplinary theme “How We Express Ourselves,” this research integrates concept-based curriculum theory and inquiry principles to design a six-week instructional unit. The curriculum follows six phases of inquiry, incorporating sensory exploration, adjective learning, metaphor and function application, causal sentence construction, categorization and generalization, and contextual role-play. Language goals include foundational sentence structure practice, vocabulary expansion, and contextualized language use.This study adopted both action research and case study methodologies to explore the language development of three three-year-old children. Results indicate that the concept-driven inquiry process enhanced children’s engagement in both learning and language use, expanded their repertoire of sentence structures, and fostered the transfer and creative use of language. Each case demonstrated a distinct developmental trajectory—some children showed consistent application of target sentence patterns, while others stood out in their creative language expression. Teacher scaffolding and the design of context-rich learning environments also played a critical role in supporting language output.This study confirms that the concept-based inquiry process effectively enhances the Chinese language development of three-year-old children, particularly in the use of adjectives, metaphorical expressions, and causal sentence structures. It also supports the transfer of language use from the classroom to everyday situations. Throughout the six-week curriculum, children's learning engagement was also observed to increase progressively, as they became more actively involved in classroom interactions and language expression in response to thoughtful activity design and conceptual guidance. This research offers concrete practical insights and theoretical implications for future Chinese immersion instruction and IB curriculum design.