本研究目的旨在了解幼兒園木工課程之發展歷程，探討幼兒在木工課中的學習歷程，以培養幼兒之精細動作、美感設計與問題解決能力，並幫助幼兒在工作中練習思考及表達，同時發展具有特色的課程。具體的研究問題為：（1）幼兒園創建木工課程的發展歷程為何？（2）幼兒在參與木工課程歷程中展現的學習表現為何？本研究採用個案研究取向，以一間私立幼兒園為研究場域，共十名幼兒參與木工課程，課程的內容包含認識木頭來源、練習工具使用、創作木製品以及紀錄創作歷程。資料收集包含課程觀察記錄、作品訪談、教師省思、作品分析，及幼兒參與木工課程前後的能力分析，研究結果發現：

一、幼兒園創建木工課程的發展歷程需重視以下兩點：
1. 以「先打底，後自主」的概念貫穿整個課程，並以起始階段、發展階段及總結階段作為課程架構，協助幼兒有系統的學習。
2.教師在備課和教室環境的準備，會影響幼兒創作的深度與進度。

二、幼兒在木工課程中的學習歷程中展現的學習表現：
1. 木工課程中幼兒展現的學習表現
（1）定義問題期：幼兒在探索中嘗試理解問題及想出解決辦法。
（2）重複操作期：幼兒在練習中熟練操作技巧，縮短操作時間並累積經驗。
（3）能力遷移期：幼兒學習將自己遇到的問題重新思考及找出因果關係。
2. 幼兒參與木工課程前後能力之改變
幼兒在參與木工課程後，在使用視覺藝術素材表達想法或情感、完成精細動作活動、以及問題解決能力方面，皆有所成長。

根據上述結果，提供欲進行木工課程之教保人員及研究者相關建議，包含持續創建適合中小班的木工課程、家長共同參與木工課程及木工課程之師資培訓。

The purposes of this study were to understand the developmental process of woodworking curriculum in kindergarten, explore children's learning progress in woodworking classes and cultivate children’s fine motor skills, aesthetic design, and problem-solving abilities. This study aimed to help children practice thinking and expression in their work, while developing a distinctive curriculum based on the kindergarten's goals. The research questions are: （1）What is the developmental process of establishing a woodworking curriculum in kindergarten? and（2） What is the learning performances of children in woodworking classes？This study adopted a case study approach, focusing on a private kindergarten as the research site, with ten children participating in woodworking classes. The curriculum included activities such as learning about wood sources, practicing tool usage, creating wooden products, and documenting the creative process. Data included classroom observation records, interviews with children about their artworks, teacher reflections, artwork analysis, and pre- and post-participation skill assessments of children in woodworking classes. The findings were as follows:
The developmental process of establishing a woodworking curriculum in kindergarten should emphasize the following two points:
1. The curriculum primarily followed the concept of “initial guidance, followed by autonomy” throughout the entire curriculum, structured into initiation, development, and conclusion stages to assist children in systematic learning.
2. The preparation of lesson plans and classroom environments significantly impacted the depth and progress of children's creative activities.
Children's learning progress and performances in woodworking classes manifest as follows:
1. Problem definition phase: Children explore and attempt to understand problems while brainstorming solutions.
2. Repetition operation phase: Through practice, children master operational skills, reduce operation time, and accumulate experience.
3. Ability transfer phase: Children learn to reconsider problems encountered and identify cause-and-effect relationships.
Changes in children's abilities before and after participating in woodworking classes included growth in expressing ideas or emotions using visual arts materials, completing fine motor activities, and problem-solving abilities.
Based on the above results, relevant suggestions are provided for educators and researchers who want to conduct woodworking courses, including continuing to create carpentry courses suitable for small and medium-sized classes, parent participation in woodworking courses, and teacher training for woodworking courses.

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