近年來探究心智發展與社會文化環境關係的研究有逐漸增多的趨勢，這些研究主要受到Vygotsky理論的影響，探究師生對話如何影響兒童的學習更是近來這方面研究的焦點。 本研究以屏東市某國小附幼的一個班級在科學教學實驗期間的教學實況錄影進行登錄整理，採取質性描述教學之中之師生對話，叉利用現場觀察記錄、教學研討會記錄、教師訪談、幼兒作品等資料進行比對分析。 本研究之教師在幼兒科學知識的學習過程中，教師扮演著鷹架的角色，以問題了解幼兒的認知水準，進而引導幼兒去思考所操作的事物，反省自己的觀點，思考他人的觀點。透過這樣的引導，幼兒能夠積極參與討論，由此建構科學知識。

　　　　　Research into the dialectic relation between the individual and the social aspects in the acquisition of knowledge for the past two decades has been dominantly propelled by Vygotskian theory. There has been increased attention to how children internalize dialogues experienced in classrooms. This article first explored basic tenet of Vygotskian theory. Second, it presented data collected from a study, which sought to investigate young children's learning of science from a socially constructed context. This study is to identify the types of discourse, which scaffold young children's learning of science. A kindergarten classroom was involved in this study. My methods included participant observation, interviews of teachers, collection of materials, and audiotape and videotape analysis. The teacher in this study carefully constructed learning experience for children, generated high-order questions, and introduced questioning at opportune times. Teacher-child interactions in this classroom provided many opportunities for the expression and extension of children's thinking about the scientific phenomena they were investigating. Therefore, children actively made useful contributions to the emerging understanding of the tasks at hand.