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題 名 | 國小三四年級平面圖形概念之探究=A Study on the Third and Fourth Graders' Concepts of Geometric Shapes |
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作 者 | 謝貞秀; 張英傑; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷 期 | 16:2 2003.09[民92.09] |
頁 次 | 頁97-133 |
分類號 | 523.32 |
關鍵詞 | 國小中年級學童; 平面圖形; 圖形概念; 迷思概念; The third and fourth grade children in the elementary school; Plane shapes; Shape concepts; Misconceptions; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究目的是探討國小三四年級兒童平面幾何圖形的概念,採取紙筆測驗和個別晤談的研究方法。首先選擇臺北縣、市各一所小學的三、四年級,各抽取兩班共266名兒童(三年級129,四年級137名)進行「紙筆測驗」,其次從每年級筆試成績高、低分組的學生中各選出4名(男女生各2名),共計16名予以個別晤談。 研究結果發現:在描述圖形方面,國小中年級兒童大都是用「形容詞」來描述圓形;正方形、長方形、菱形、正三角形、等腰三角形大都是描述「邊的性質」;實例來描述。國小中年級兒童辨識圖形可能受圓形的大小、方位、邊數角數、邊的曲直、邊的長短、邊角的性質、封閉性等影響,而產生些迷思概念。對於圖形「邊」的性質之了解多於「角」的性質。有些兒童在指出「對邊平行」時會指成「鄰邊」。以「圖形顯示的問題」之答對率高於以「圖形名稱顯示的問題」。對於四邊形和角的辨識,三年級的通過率高於四年級,有些兒童不認為特殊的四邊形(菱形、梯形、箏形)是四邊形;認為「尖尖的角」或「直角」才是角,平角不是角。兒童以徒手畫出平行四邊形、菱形、箏形較困難,畫得不很精準,畫的圓形大部分有一邊是水平或垂直的圖形,在方位上較少變化。三四年級兒童在紙筆測驗之表現沒有顯著差異。不同性別的兒童在紙筆測驗,三年級沒有顯著差異,四年級則有達到顯著差異(t=-3.151, P=.002), 女生的平均分數高於男生。不同性別、不同年級的學童幾何圖形造圖的能力差異並不大。 |
英文摘要 | The purpose of this research is to explore the third and fourth grade children's plane geometric concepts in elementary schools. Written tests and individual interviews were taken as research methods. First, two classes of the third and the fourth grade students were selected from each of the two elementary schools chosen in Taipei city and Taipei county to give them "written tests". The third grades totaled 129students and the fourth grades totaled 137 students. Four students (2 boys and 2 girls each) were selected from the high-score and low-score groups of each grade in the written tests, and a total of 16 students were given individual interviews. The research findings are as follows: 1.Most of the third and fourth grade children in the elementary schools selected used "adjectives" to describe circles. Squares, rectangles, rhombuses, equilateral triangles, isosceles triangles were described with "the characteristics of sides", whereas it was more difficult for these children to describe parallelograms, trapezoids and kite shapes, and therefore they gave examples in their daily life to describe these shapes. 2.These elementary middle-grade students' identification of shapes could be affected by shapes' size, positions, side numbers, angle numbers, whether the edge is curved or straight, whether the side is long or short, angles' characteristics and closure property, etc., so that generated some misconceptions. For example, someone didn't think it was a triangle if the difference of the length proportion for each side of the figure was big; they thought that squares must be upright, whereas rhombuses must be oblique because of the impact of orientation; they thought a rectangle is in a "long" shape, and neglected the characteristics of right angles. 3.These elementary middle-grade children understand better the characteristics of shapes' "sides" than the characteristics of shapes' "angles"; hence they pointed out "adjacent sides and equal sides" when saying "opposite sides and parallel lines". The rate of their correct answers to the figure prompt questions was higher than that to the figure naming questions. 4.The pass rate of the third-grade students' identification of quadrangles and angles was higher than that of the fourth-grade students. Some children thought special quadrangles like rhombuses, trapezoids, and kite shapes weren't quadrangles, and only "pointy angles" or "right angles" were angles, whereas straight angles weren't angles. 5.It was more difficult for these elementary middle-grade children to draw parallelograms, rhombuses and kite shapes, which they couldn't draw accurately. They drew the shapes mostly with horizontal or vertical side and only a few changes in positions. 6.There was no distinct difference in the written test performance between the third-grade and fourth-grade children. As for children of different sexes in the written test performance, there was no distinct difference in the third-grade students, but in the fourth grade, the girls' average scores were higher than those of the boys. (t=-3.151, P-.002) There was not much variation in the geometric-shape drawing ability for school children of different sexes and grades. |
本系統中英文摘要資訊取自各篇刊載內容。