近年來想像力教育在國內外受到高度重視，然而國內針對幼兒想像力教學的相關研究卻明顯不 足。本研究旨在探討幼兒想像力教學模式之課程實踐，企圖藉決幼兒想像力教育問題，並補足 研究缺口。本研究採行動研究法，以3-5歲幼兒作為研究對象，進行為期兩個月的課程實踐之行 動研究。研究工具包含：「想像力實作評量表」、「教師觀察記錄」、「幼生對話紀錄」以及「教學 檢討與省思表」等質性資料輔助。研究結果如下：（一）幼兒想像力教學模式應依主題進行動態 調整，可採用多元性激發策略，並考量教學環境相關因素，給予幼兒充裕自主空白探索時間； (二）幼兒想像力教學模式能改變幼兒單一認知概念，獲得情緒滿足、增強生活經驗連結，且有 效增進想像力；（三）研究者於行動過程中，習得幼兒想像力教學模式需視主題內容及幼兒學習 經驗彈性應用，同時，也增進課程設計能力與教學知能，精進自我專業成長。

In recent years, imagination education gradually emphasized, however, there is very little literature on imaginative teaching in Taiwan. This study investigated pedagogical practices of imaginative teaching model in early childhood education. Action research was performed to implement a two-month teaching curriculum among 3 to 5-year-old preschoolers. Research tools included “the Scale of Imaginative Performance,” “Observation Logs,” “Teacher-Child Conversation Logs,” “Teaching Review and Reflection Form,” and other qualitative data. The following results were obtained: 1. The imaginative teaching model should be dynamically adjusted according to the subject, and strategies with diverse stimulations can be adopted. Preschoolers should be given sufficient time for independent free exploration based on the factors related to the teaching environment. 2. The imaginative teaching model can modify the egocentric cognitive concepts in preschoolers, enable them to achieve emotional satisfaction, and enhance the connections in their life experiences, effectively improving their imagination outcomes. 3. During the process of action research, the authors learnt about the flexible application of the imaginative teaching model according to the subject content and the preschoolers’ learning experiences. In addition, the authors also gained insights on curriculum design and teaching skills that provided the opportunity for professional growth and reflection.