本研究旨在探究在大班積木活動中，教師引導幼兒透過操弄積木等素材建構物理知識的意圖與方式，以及幼兒在教師引導後透過操弄積木等素材建構的物理知識內涵及歷程。研究者本身即爲研究工具，選取J市JY幼兒園大班一位教師與六位幼兒爲研究參與者，採非參與式觀察、訪談、文件檔案方法，藉助兩套單位積木、一套螺母積木和其他配件爲媒介進行積木活動。研究發現如下：

一、活動初期教師多以聯結幼兒生活與積木活動經驗，引發幼兒關注物理現象，熟悉新素材爲意圖介入；活動中，若幼兒遇到困難，教師以允許幼兒嘗試並調整，引發個別幼兒思考，促進幼兒解決問題爲意圖介入；當教師發現幼兒有突出表現，會以知識分享爲意圖介入。教師多使用提問、鼓勵體驗或嘗試等方式引導幼兒進一步思考或探索；當教師在語言提醒未果之際便採用動作示範引導幼兒注意新構建方式；該教師擅長以模型比擬建築物引發幼兒觀察與操作。

二、幼兒建構了四類物理知識，幼兒建構的維持建築物「穩固」知識涵括了「什麼是穩固」與「影響穩固的要素」（材料、搭建順序、搭建方式），從單個因素逐漸演化到聯合多個因素考量維持物體穩固的內涵。幼兒建構的維持物體「平衡」知識涵括「影響平衡的要素」（物體的重量與距離），從單個物體的平衡要素延伸到吊機不同部分的局部平衡，進而綿延到吊機吊起物體的平衡。幼兒建構的「物體移動」知識是從「費力地移動」過度到「省力地移動」，進而聚焦到「物體滾動」的物理知識，該知識包含了滾動條件與要素。幼兒建構的「滑輪操作與運作」的知識分爲轉動方式與轉動方向兩個內涵，幼兒先建構關於滑輪操作的基本知識，在此之上建構「滑輪運作」的概念。每位幼兒在活動中所敏感覺知的現象略有不同，他們在教師引導後透過互相觀察與借鑑、提醒與糾正影響同儕。
基於研究發現與結論而提出實務面向的建議及未來研究的建議。

This study aims to explore the intentions and ways of a teacher to guide 5-year-old children to construct physical knowledge by manipulating blocks in the building blocks, as well as the physical knowledge connotations and process constructed by children through playing with building blocks and other materials. The researcher himself was a research tool, selecting one teacher and six children of 5-year-old in SY kindergarten of J City as participants. With nonparticipant observation, interview and document analysis as methods of collecting data, the mediums of building blocks are two sets of unit blocks, one set of Rigamajig and other accessories. The findings were as follows:
First, at the beginning, the teacher had intended to get involved in the building blocks by connecting children’s life experience with building blocks, arousing children’s attention to physical phenomena，getting familiar with new materials. During the process, if children had encountered difficulties, the teacher would intend to encourage children to try and change, inspiring individual to think, and promoting children to solve problems. However, when the teacher had founded children’s outstanding performance, she would intend to getting involved in building blocks with sharing knowledge.The teacher had used many methods such as asking questions and encouraging children to expand their experience for thinking and exploring in depth. When the teacher had failed to remind children with words, she had used action demonstration to guide children for paying attention to new construction methods. The teacher was good at comparing models with something to inspire children to observe and operate.
Secondly, the children had constructed four kinds of physical knowledge. The "stability" knowledge constructed by children had consisted of "what is stability" and "the factors which influence stability"(materials, construction sequence, construction methods).The improvement process of the knowledge had evolved from single factor affects stability to multiple factors affect stability.
The knowledge of “balance” had included the “elements which affect balance”(weight and distance). The advanced process of this knowledge had extended from the balanced elements of a single object to the partial balance of different parts of the crane, and then extended to the balance elements of the overall balance of the crane.
The knowledge of "object movement" constructed by 5-year-old children had evolved from "moving with difficulty" to "moving effortlessly", and then focusing on the physical knowledge of "object rolling", which contains the rolling conditions and elements.
The knowledge of "pulley manipulation and operation" had included two parts: rotation mode and direction of rotation. The advanced development of this knowledge had been constructed from the basic knowledge of "pulley manipulation" to “pulley operation in a functional device".
The children had various of sensitive consciousness to physical phenomena.Being guided by the teacher, they had influenced the physical knowledge construction of their peers by observing and learning from each other, reminding and correcting by each other.
Accordingly, the study went further to give suggestions of practical-oriented and suggestions for future research.

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