本研究旨在探討繪本教學如何影響幼兒學習運算思維概念於幼兒園課程活動中;並進一 步比較兩種不同教學對於幼兒學習運算思維的成效差異。本研究採準實驗設計，以臺北市某 公立國小附設幼兒園混齡班學童共五十九名為對象，實驗組進行「繪本運算思維取向教學」; 對照組進行「以例行性活動問題解決為基礎之運算思維取向教學」，由研究者以及班級教師共 五位擔任教學者。在實驗教學前、後以及實驗教學結束後四週進行運算思維挑戰題目，作為 前、後與延宕測驗成績以進行分析，並蒐集參與者課程中的學習單作為幼兒學習歷程之分析 資料。每組幼兒每週接受教學課程活動一次，每次時間為一節課四十分鐘，為期九週;兩組 教學課程活動之實施次數及時間均相同。研究結果發現:兩組幼兒接受運算思維課程後，其 運算思維表現均較前測顯著進步，並且延宕後測與後測沒有顯著差異。透過運算思維測驗的 題目難度進行分析，顯示實驗組與對照組顯著提昇簡單與中等層次問題表現，困難層次問題 僅實驗組有顯著成效;運算思維測驗的題目類型中，實驗組與對照組顯著提昇問題拆解、模 式識別類型題目，實驗組更進一步顯著提昇抽象化、演算法設計問題。從學習歷程來看，實 驗組從前期大多幼兒在沒有運算思維表現逐漸到後期能展現運算思維觀點;而對照組即便到 後期仍有幼兒沒有運算思維表現。因此，繪本作為運算思維教學課程活動整合的不插電工具 引發了不同於以例行性活動為基礎之學習廣度及深度。

The purpose of this study is to explore how picture books integrated computational thinking(CT) concepts into kindergarten curriculum activities and to compare the effectiveness of two different teaching orientations in children's development of operational thinking concepts. This study employed a quasi-experimental design involving fifty-nine students from a mixed-age kindergarten class in Taipei City. Two teaching orientations were compared: "integrating CT curriculum with picture books" for the experimental group and "routine activity-based CT " for the control group. The computational thinking challenge test(CTCT) was conducted before, after, and four weeks after the intervention period. The results of the pre-, post-, and delayed tests were used for analysis. Students’ working sheets were collected as analysis data for their learning process. Each group of preschoolers received one teaching session per week, lasting for a 40-minute class, over a period of nine weeks.. The results found that after the two groups of children received the computational thinking courses, their performance improved significantly compared with the pre-test, and there was no significant difference between the delayed post-test and the post-test. An analysis of the difficulty of CTCT showed that the experimental group and the control group significantly improved their performance on simple and medium-level questions, while only the experimental group had a significant effect on difficult-level questions. Among the types of questions in CTCT, the experimental group and the control group significantly improved their performance in problem decomposition and pattern recognition type questions. The experimental group further significantly improved abstraction and algorithm design type. From the perspective of the learning process, most children in the experimental group gradually showed no CT performance in the early stage and gradually showed CT concepts in the later stage; while in the control group, even in the later stage, there were still some children who did not have CT performance. Therefore, picture books serve as unplugged tools for the integration of CT teaching course activities, triggering a breadth and depth of learning that is different from that based on routine activities.

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