音樂律動的探索經驗可幫助幼兒透過自我表現充分發展內在的知覺能力，同時經由音樂律動元素的體驗，有助於幼兒發展音樂律動概念、創造力、高層思考以及解決問題的能力。
建構理論是有關個體如何獲得知識及知識如何成長的理論，強調知識是由個體主動建構而非外在的現實或被動地接收訊息，意指知識建構與改變以引發個人內在思考的學習歷程。在建構學習中，幼兒是行動中的思考者，幼兒藉由探索和操弄過程獲得邏輯性的思考能力，同時透過合作性學習獲得社會協商知 識。
本研究由建構理論觀點出發，探討其對幼兒音樂律動教學之影響，並以音樂律動之元素為主軸，與幼兒共同建構一套主題探索之課程形式。首先分析四段課程探究歷程；接著探討課程探索歷程中師生如何共同建構學習的內涵，以及在教師角色、理念及教學策略引導下幼兒探索行為的表現；最後提出研究者在行動研究歷程中所面臨的挑戰。
研究結果歸納出師生所共同建構音樂律動的學習內涵，包括:持續探究「對比元素」及「節奏型」等兩項重要的音樂概念。
在教師角色、理念及教學策略方面，研究結果歸納出，教師可以透過(1)提供豐富多樣的探索素材之「環境與材料鷹架」；(2)運用適當語彙、動作指令及節奏口訣之「語言鷹架」；(3)激發與他人合作進行有意義音樂活動之「同儕鷹架」，來幫助孩子邁向最佳發展區。此外，教師必須為幼兒營造具想像與探索的情境，並尊重幼兒的特殊表現。同時，教師可運用「創造性教學」、「刺激主動探索」以及「高層思維」等策略，導引孩子主動運用心智建構學習的意義。
建構音樂律動課程中，研究者所面臨的挑戰包括:「教室的經營」、「藝術討論的實施」及「扮演多重角色」等三大方面。
本研究屬於藝術課程與教學之行動研究，重視課程建構之循環性歷程。為達上述目的，本研究運用參與觀察、訪談、以及文件檔案等方式收集研究資料，並進行歸納、分析，最後提出對未來幼兒藝術教育發展與研究方向之建議。

Experience of music and movement exploration can help develop children’s internal perception through self-expressive behavior. In addition, experience of the elements of music and movement can foster conception of music and movement, creative abilities, higher thinking and problem solving in the learner.
Constructivist theory is a theory about how people acquire knowledge and the growth of personal knowledge, emphasizing the active role of learner who constructs his or her own knowledge. From the constructivist view, knowledge is not transmitted from the external world, nor is it merely a copy of the external realist or absorption from the environment. Constructivist theory refers to construct knowledge of the processes of changing and leading the internal thinking of a person. Moreover, children learn through action; they acquire the ability to think logically through the processes of exploration and operation. Furthermore, children acquire knowledge of social negotiation through cooperative learning.
This study aimed to explore the meaning of constructive philosophy and the effect of teaching music and movement to children. According to the central elements of music and movement, the researcher constructed a theme of explorative programs for children. This study first analyzed the process of exploration, and then investigated how to construct the intensions of learning between the teacher and the children. It also examined the effect of explorative behaviors of children on the role, ideas and strategies of teaching. Finally, this study refers to the challenges faced by the researcher.
This study revealed that the teacher guided children to construct a conception of music and movement about the element of contrast and the form of rhythm.
This study found that the teacher can help children to improve their higher mental thinking through environmental and material scaffolding, language scaffolding and partner scaffolding during exploration. In addition, the teacher had to construct an imaginative and explorative environment for the children, as well as having to respect and appreciate their individual characteristics. Moreover, the teacher had to apply strategies of “creative teaching”, “stimulation to active exploration” and “higher thinking” to guide the children towards mental constructive learning.
While constructing the programs of music and movement, the teacher’s researcher could meet the challenge of managing the classroom, carrying out discussions about art and playing multiple roles.
This study belonged to action research of the art curriculum and teaching, and emphasized the circular process of action research. In order to achieve the above purpose, the methods used for data collection were participant observation, interviews and documentary analysis.
The recommendations for future research are provides at the end of this paper.

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