本研究旨在探討運用鷹架策略於積木區促進小班幼兒口語表達能力之行動研究。以研究者班上六位小班幼兒為研究對象，進行為期十二週，每週三~四次的教學研究。研究方法採用質與量並重的研究工具，量化的研究工具為「幼兒學習評量檢核表」，質性的研究工具為「積木區學習紀錄表」、「教學日誌」、「協同教師訪談」，作為本研究探討運用鷹架策略於積木區，對於幼兒語文能力的提升成效。
綜合本研究結果，發現透過同儕鷹架、示範鷹架、回溯鷹架、語文鷹架、架構鷹架、及材料鷹架等策略的運用，有效促進小班幼兒在語句結構、語意表達連貫性、觀點與感受表達，以及協商對話能力等方面的進步。幼兒能在積木建構過程中，逐步從單句回答過渡至完整敘述，並能與同儕進行情境式協商與討論。此外，教師在行動研究歷程中亦展現教學省思與成長，累積了設計主題式情境、靈活運用鷹架策略以支持幼兒語言發展的專業能力。本研究結果顯示，鷹架策略運用於積木區能有效促進小班幼兒口語表達能力，並為幼兒園積木區教學實務與未來相關研究提供具體參考。

The aim of this study is to explore the action research of employing scaffolding strategies in the building block area to enhance the oral expression abilities of junior class preschool children. Six preschool children from the researcher's class were selected as the subjects for a twelve-week teaching research, conducted three to four times a week. The research methodology employed both qualitative and quantitative research tools. The quantitative research tool was the "Preschool Learning Assessment Checklist," while the qualitative research tools included the "Block Area Learning Record Sheet," "Teaching Diary," and "Collaborative Teacher Interview." These tools were used to investigate the effectiveness of using scaffolding strategies in the building block area on improving children's language skills.
Based on the results of this study, it was found that the use of peer scaffolding, modeling scaffolding, retrospective scaffolding, language scaffolding, structural scaffolding, and material scaffolding effectively promoted improvements in junior class preschool children's sentence structure, semantic coherence, expression of viewpoints and feelings, as well as negotiation and dialogue abilities. During the block construction process, the children gradually transitioned from responding with single sentences to producing complete narratives, and were able to engage in contextual negotiation and discussion with peers. Furthermore, throughout the action research process, the teacher demonstrated reflective teaching and professional growth, developing skills in designing thematic contexts and flexibly applying scaffolding strategies to support children's language development. The results of this study indicate that applying scaffolding strategies in the building block area can effectively enhance the oral expression abilities of junior class preschool children, providing practical insights for teaching practices in block areas as well as concrete references for future related research.