本研究旨在探討以心智工具策略為架構的學前教師教學，其促進幼兒執行功能之實踐現況。本研究採用質性觀察法以四家幼兒園共六個班級為研究對象，資料蒐集以事件紀錄法、拍照和訪談方式收集師生的互動，在資料分析上，研究者採預建的心智工具策略分類系統，以半開放式的對文字資料進行歸類後詮釋。本研究所得的結論如下：計劃使用、中介物使用、規則遊戲使用、假裝遊戲使用及分享活動等五項心智工具策略，教師們提供幼兒透過書面計劃或幼兒口述計劃、以不同類型中介物使用作為鷹架、使用不同或特定規則的遊戲活動、提供幼兒自由或開放性的假裝遊戲方式，以及提供支持幼兒陳述想法與觀點的對話環境等等方式，藉以對於執行功能的工作記憶、專注力、認知靈活性及自我控制力等皆能獲得發展與提升的機會。

This research aims to explore the practice of preschool teachers' teaching based on “Tools of the Mind” to promote children's executive function. This study adopts the qualitative observation method, taking six classes in four preschool as the research objects. The data collection uses the technique of event recording, photography, and interviews to collect the interaction between teachers and students. Regarding data analysis, the researcher used a pre-built “Tools of the Mind” classification system to classify and interpret text data semi-openly and then analyze them. The conclusions of this study are as follows: Use the five Tools of the Mind of planning, intermediaries, rule games, pretend plays, and sharing activities. Teachers provide children with written plans or children's oral plans, using different types of intermediaries as scaffolding, using play activities with other or specific rules, providing children with free or open pretend plays, and providing a dialogue environment that supports the way children express their thoughts, opinions, etc. In this way, working memory, concentration, cognitive flexibility, and self-control of the executive function can be developed and improved.