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題名 | 我國兒童保留概念的發展= |
---|---|
作者 | 劉錫麒; |
期刊 | 國立臺灣師範大學教育研究所集刊 |
出版日期 | 19740600 |
卷期 | 16 1974.06[民63.06] |
頁次 | 頁左97-160 |
語文 | chi |
關鍵詞 | 兒童; 保留概念; |
英文摘要 | An investigation patterned after piaget’s Work was carried out among chinese children. The main aim was to examine the validity of certain aspects of piaget’s theory in an Eastern population, and the relevance of the Piagetian approach to education. This investigation employed a standardized interviewing prccedure, using Piagetian tasks to investiagate three questions. The first question related tothe Validity of the sequence of development of conservation as stated inPiaget’s theory. The second question dealt with Piagetian claim that conservation and classification develop concurrent1y. The third question explored the effects of CA and SES upon the development of conservation. The subjects were 90 childrens from one rural, and two urban elemantary schools. In each schools 30 childrens were chosen from the first three grade, covering the age range of about six to nine years, equal in both sex. An interview schedule consisting of a total of 10 conservation and classification tasks was used to investigate the question. Interviews were carried out in the schools. The date were analyzed on the basis of percent of children successful in conserving and classifying. Data wese also analyzed on the basis of the composite scores and patterns of arguments of conservation and classification, as well as graphic representation of percent successfupl. Spearman’s product-moment correlation were prepared to indicate the relationship between the abilities of conservation and classification. The results of the investigation were as follows: (1) In general, this study suported the sequence of development of conservation as stated in the Piagetian theory; (2) The parellel development of conservation and classification was supported; (3) The change of children's thinking pattern could be reflected on-their performance of conservation tasks. (4) Concrete operation thoughts in Chinese children developed later about one year than Swiss children; (5) The effects of CA upon the deveI6prhent of conservation was supported. Than SES, only partially. The findings were discussed in relation to the role of experience and age, and the influence of various methodological approaches also discussed were the inplications of the- finding for education. |
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