本研究以執行功能的三大核心：抑制控制、工作記憶和認知彈性設計抑制控制教

本研究以執行功能的三大核心：抑制控制、工作記憶和認知彈性設計抑制控制教學方案，目的在使幼兒經過重複練習及透過抑制的體驗內化為自我行為控制來改善幼兒執行功能行為表現。 本研究採個案研究法，以參考「學前幼兒執行功能行為檢核量表」所設計之行為量表篩選執行功能行為表現落後的一名四足歲幼兒，以抑制控制教學方案進行16次的遊戲式教學，觀察並記錄幼兒持續專注力不足行為、自我管理無時間感拖延行為以及社會適應問題行為在抑制控制教學介入後是否降低發生的頻率。 本研究結論如下：抑制控制教學對減少幼兒執行功能行為表現之持續專注力不足、社會適應問題行為有立即效果，且具維持效果，但抑制控制教學對執行功能行為表現之自我時間管理無時間感拖延行為沒有立即效果，也無維持效果。抑制控制教學能改善部分幼兒執行功能行為表現，研究者依據上述結論針對幼兒執行功能行為與實務教學之建議及省思，以期對未來幼兒教育相關人員有所助益。

結果 (英文) 1:

In this study three core executive functions: suppression control, working memory and cognitive flexibility suppression control design education program aimed at the children through repeated practice and into self-control behavior to improve early childhood perform functions within the behavior through inhibition of the experience.
This study adopted case study, refer to "pre-school children perform a function check the behavior of nuclear scale" behavior designed to perform the functions of the scale screening behavior behind a 40-foot-year-olds to suppress the teaching program control of the game 16 times teaching, observe and record the behavior of children continued lack of concentration, a sense of self-management without time delay behavior and social adaptation behavior after the suppression control whether teaching intervention to reduce the frequency of occurrence.
Conclusions of this study are as follows: to reduce the lack of suppression control teaching young children to perform functions behavior of sustained concentration, behavior to adapt to social problems have immediate effect, and possessed maintain the effect, but the suppression of self-teaching time management control performance of the behavior of the executive function without a sense of time procrastination is not an immediate effect, no effect of maintaining. Suppression control can improve the teaching part of the implementation of the functional behavior of children performance, the researchers reflect on the implementation of recommendations and the functional behavior and practice teaching for young children based on these conclusions, in order to be helpful for the future of early childhood education personnel.

結果 (英文) 2:

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結果 (英文) 3:

The purpose of this study is to improve the performance of children's executive function behavior through repeated practice and internalization of inhibition experience.
In this study, a 4-year-old child with poor performance of executive function was selected by referring to the behavioral scale designed by the pre-school children's executive function behavior checklist, and 16 times of game teaching was conducted by using the inhibition and control teaching program. The behaviors of children's continuous lack of focus, self-management delay and social adjustment problems were observed and recorded In order to reduce the frequency of occurrence after restraining and controlling teaching intervention.
The conclusion of this study is as follows: inhibition control teaching has immediate effect and maintenance effect on reducing children's lack of sustained attention and social adjustment problem behavior, but inhibition control teaching has no immediate effect and maintenance effect on self time management delay behavior. Inhibition control teaching can improve some children's performance According to the above conclusions, the researcher suggests and ponders the implementation of functional behavior and practical teaching of children, in order to help the relevant personnel of early childhood education in the future.