Abstract:

The development of children's visual perception plays an important role in children's learning. Children use visual perception to explore and learn about the environment, receive and process information in the environment, further promote cognitive behavioral responses, and respond to the development of body control and regulation through movements. The perceptual action theory proposed by Kephart (1960) indicated that the way children explore external things is based on observing the characteristics and clues of objects, and gradually develops the relationship between images and the shapes, positions and spaces of living objects. Given that kindergarten teachers often report that the proportion of children with hyperactivity and inattention is increasing day by day, and it is easy to influence class teaching and class management. In addition to actively thinking about adjusting teaching materials, pedagogical approaches, or the environment, teachers also take children's learning needs into consideration. We hope to use innovative methods to help children learn and develop. Based on the above research background and motivation, the purpose of this study is:

1. Investigate the performance of using visual image teaching aids to guide children's visual recognition and attention.
2. Investigate the reflections of teachers who use visual image teaching aids to guide children's learning process.

This research is based on the action research. Based on children's life experience of visual images, this research designs four kinds of curriculum activities, which are respectively aimed at the practice of visual recognition and concentration of visual images, continuous attention, selective attention, and alternate attention convert. Teachers used 20 double-sided visual cards with a total of 40 pattern changes. Through the moving position and the transformation of the spatial orientation, the teacher helped the children practice visual tracking and guided the children to use visual thinking and cognitive flexibility. Teachers conducted visual image learning activities for 2 hours a week, with each session lasting 20 minutes, using visual image teaching aids; this assisted children in operational learning and recorded children's visual recognition and attention learning performance. The participants were 30 children aged 5-6 years old in a kindergarten. Teachers reflected and discussed after each course implementation, to make the collected information more fair and objective and serve as a basis for improving teaching.
The research results revealed that: (a) teachers guide children to use visual image teaching aids to operate, which can improve children's visual image recognition ability; (b) teachers guide children to use visual image teaching aids, which can promote their responses to information in the environment and produce immediate feedback; (c) teachers guide children to use the operation of visual image teaching aids, which will help them practice and transform their concentration, sustained attention, selective attention, and alternate attention. (d) teachers use teaching activities to build learning scaffolds with auxiliary teaching aids. Giving children multiple operational exercises can help them build self-confidence; (e) through the guidance of teachers and the assistance of teaching materials, children's learning motivation and interest can be promoted.

Keywords:

Visual imagery aids, visual recognition, attention.