探討協作體感遊戲對幼兒的情緒理解與動作技能之影響

Abstract

情緒理解是幼兒理解、預測和解釋自己和他人情緒的能力，可以透過遊戲與繪本的方式作提升。許多研究表明對話式閱讀策略能使幼兒之情緒能力方面有所進步，身體動作和情緒可以被認為是兩個相互關聯的領域，與同儕執行協作動作時，必須將自己與他人的身體動作及精神思想互相調整。有良好的動作技能發展對發育中的孩子很重要，但動作技能無法在自然的成長過程中獲得，因此許多孩子仍未能達到該有的動作技能水平。本研究旨在探討協作體感遊戲對幼兒在情緒理解與動作技能之影響。運用對話式閱讀策略於協作體感遊戲，以繪本故事為背景，發展一套協作情緒體感互動遊戲教學課程，課程主題包含恐懼、難過、憤怒及開心之四種基本情緒。研究對象為12位幼兒園5至6歲幼兒，採前實驗研究法，教學方式為自變項，依變項為情緒理解與動作技能。研究結果顯示，運用對話式閱讀策略於協作體感遊戲教學課程，能達到提升幼兒之情緒理解及動作技能。

Emotion comprehension is the ability of children to understand, predict and explain the emotions of themselves and others, which can be improved through games and picture books. Many studies have shown that dialogic reading strategies can improve children’s emotional abilities. Physical movements and emotions can be considered as two interrelated areas. When performing collaborative actions with peers, children must adjust their physical movements and spiritual thought with others. Good motor skills development is very important for development of children, butmotor skills cannot be acquired in the natural growth process, so many children fail to reach the required level of motor skills.This research aims to explore the influence of cooperation gesture-based game on children's emotion comprehension and motor skills. Using dialogic reading strategies in cooperation gesture-based game, the study develops a set of cooperation emotional gesture-based game teaching courses based on the story of the picture book. The themes of the course include four basic emotions: fear, sadness, anger and happiness. The research objects are 12 children aged 5 to 6 in kindergartens. The pre-experimental research method is adopted. The teaching method is independent variables, and the dependent variables are emotion comprehension and motor skills. Research results show that the use of dialogic reading strategies in collaborative somatosensory game teaching courses can improve children's emotion comprehension and motor skills.