| Summary: | 碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 104 === The main purpose of this study is to discuss the process and influence of integrating the game-based memory strategy into the thematic teaching. The research participants were 22 socio-economic disadvantaged children in one classroom. The data collection methods included observation, interview, reflection memo, and working-memory evaluation test. The process and teaching result data were analyzed qualitatively. The overall performance of children’s working-memory test was analyzed in descriptive statistic method. The research results are as follows: (1) the process of teaching: game-based memory strategy is used as a teaching method to help children memorize complicated information in a more systematic way. In the stage of sensory input, teachers use multiple ways to motivate children’s participation, thinking and discussion. In the stage of storing and organizing, teachers use memory cards and association method to help children establish links between different memory strategies and thematic contents. In the information retrieval stage, emphasis is on helping children recall the memory strategies, linking the learning content with strategies, and applying the strategies to novice contexts; (2) the learning effects: The ability of children’s working memory has been significantly improved through the teaching. Children also show progresses in their performances of self-care, language expression and attention maintenance. Furthermore, children’s learning motivation has been enhanced. Children can organize information in a more systematic way, and are more capable of applying the strategies to their daily lives.
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