本研究旨在探討「概念構圖」融入幼兒教學活動的可行性，期使幼兒教師經由實踐概念構圖的教學活動設計歷程中，重建更清晰的概念構圖教學圖像，進而提升幼兒教師的教學品質。本研究以立意取樣，選擇一位幼兒教師分別設計「蛛網圖」、「鎖鍊圖」、「階層圖」、「心智圖」等教學活動設計。研究發現包括，幼兒教師在教學活動設計融入概念構圖時，其所面臨的問題包括受教師意識型態的影響、認知的巴爾幹化現象與過度工具理性思考等三方面。其次，經由教學省思過程，發現幼兒教師在進行教學活動設計時，比較能從教學實務的多元角度思考教學活動可能面臨的問題。第三，將概念構圖融入幼兒教學活動設計中，確能激發幼兒的學習好奇心與高昂的興趣。最後，概念構圖的邏輯理性思考，有助於幼兒教師於設計教學活動時，有效縮短其在應然與實然間之差距。

The purpose of this study was to explore the feasibility of the Concept-Mapping instructional design in the children instructional activity. On the one hand, it tried to reconstruct the complete instructional concept through the Concept-Mapping Instructional Design for the kindergarten teacher. On the other hand, it attempted to promote learning interest and elevate instructional quality for the Children.This study used purposive sampling to select happy kindergarten as research objects. The author asked one kindergarten teacher to design the spider Concept-Mapping, chain Concept-Mapping, hierarchy and mind Concept-Mapping teaching activities respectively. The findings were as follows:1. There were three problems as ideology, balkanization, rational instrument, when the child teacher designed the instructional activity.2. It provided multi-directions of teaching practical for child teacher to think about instructional problems and the instructional design perspectives.3. The Concept-Mapping instructional activity design can promote the learning interest for children.4. The Concept-Mapping instructional activity design can provide the practice knowledge and experience for kindergarten teachers.