「選擇」是促發內在動機，培養自我導向學習的重要教學策略。本研究以質性研究方法，探究一個美國學前資優教育方案中的「選擇時段」，企圖瞭解在資優教育適性引導、開發潛能的理念下，該方案的成員如何設計「選擇時段」的活動，參與該時段的成人如何透過互動媒介學習，以及幼兒在自主性選擇中的成長。研究發現「選擇時段」中多元的活動，是供需之間適配的設計，不僅延伸學習主軸，也培養幼兒的工作承諾意識。而成人與幼兒區分性的互動型態中，以回應自主學習目標、促發同儕學習社群、建立探究的心智架構等方式，鍛練幼兒探究式的心智習性；幼兒則在興趣深化與創意玩性的增添上，展現自主性自我調節機制在此時段中的成長。呈現這樣的探究結果，期許幼教實務工作者省思「選擇」在教學中的意義與定位，讓課室運作展現流轉之美，豐富幼兒自主學習的心靈。 Choice is regarded as one of important teaching strategies for initiating intrinsic motivation and fostering self-directed learning. The aims of this qualitative study are to understand how educators in an early childhood gifted program designed activities in the choice time, how adults interacted with young children and mediated their learning, and young children’s growth through self-determination. The findings indicate that activities in the choice time are designed adaptively in order to extend young children’s learning and nurturing their task commitment. When adults differentiated interaction with young children, they cultivated children’s inquiry-orientated habits of mind by responding to self-directed learning needs, participation as peers, and intentional direction. Young children gradually gained capacities of autonomous self-regulation to deepen their interests and show creative gamesmanship. Based on the research findings, practitioners in the early childhood education are encouraged to reflect the meaning of choice in their practice. Then the beauty of pedagogical fluidity will be presented; young children’s self-directed minds will be enriched.
