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- 國小學童對方向及位置兩空間概念認知發展的研究(1)
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題 名 | 國小學童對方向及位置兩空間概念認知發展的研究(1)=The cognitive development of primary school students in two spatial elements -direction and location |
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作 者 | 許民陽; 鄧國雄; 卓娟秀; 李崑山; 殷炯盛; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 25 1994.06[民83.06] |
頁 次 | 頁91-120 |
分類號 | 523.36 |
關鍵詞 | 國小兒童; 方向; 位置; 空間概念; 認知發展; Spatial relation; Direction; Location; |
語 文 | 中文(Chinese) |
中文摘要 | 應用時空關係為現行國民小學自然科中欲達成的十三個科學過程技能之一,,其重點之一為辨別各種方向、位置等空間要素,並能指出物體(主體和客體)間相對空閒位置。本研究的主要目的為了解各年段學童在現行課程架構中,在方向及位置兩空間概念上認知發展的現況,並比較各地區及普通班、資優班學童在空間認知發展上的差異,並建立各年段學童在方向及空間概念上認知發展結構圖,以上的資料均可提供做為編製教科書的參考。歷經年餘的資料及文獻搜集、空間概念語詞分析、自然科各單元空間架構分析、臨床晤談、群測及統計分析等步驟,得到下列重要結論: 1.在基本空間概念方面,認知「上下前後」的空間概念比左右來得容易。在相對空間概念方面,由主體找客體的相對位置或方位比描述主客體間的相對位置或方位容易。在光-障礙物-影子的相對位置方面,由影子找光源比由光源找影子容易。各年段學童普遍在方位保留上的能力不佳。在大空間內的認知方面,兒童在大空間內對方位的辨認和維持十分困難,各年級學童普遍無法認知由時空推移而產生的空間變化。 2.男女學童在空間認知能力上互有出入,在較簡單的基本空間概念的認知上,女生高於男生,但在較複雜或需轉換的複合空間概念、相對位置、空間推理應用的能力上,男生顯著優於女生。 3.城鄉學童在空間認知發展上有明顯差異存在,在各項空間認知能力士都市學童明顯地較鄉村學童為優,尤其在較複雜的相對空間位置、座標應用、三度空間概念方面。 4.資優班的學童在最簡單的基本空間概念上的能力較普通班為優,但差異不大,但在大空間及三度空間內的方向辨認、維持及應用上,資優班能力較普通班高出許多,在此項認知發展上,已達形式運思期階段。 5.國小學童在方向及位置兩空間概念的認知發展過程中,「上下前後」的基本空間概念的認知,低年級已可達成,但「左右」、「光影相對位置」、「東西南北」等空間概念,中年段始達相當水平。座標及指南針的使用能力至高年級才趨成熟,然而在大空間或三度空間內較抽象的空間概念應用上,高年級仍難以達成,因此現行國小自然科相關單元的編排次序及內容實有待調整。 |
英文摘要 | Recognizing and using spatial relationship is one of the 13 critical thinkingprocess skills in physical science course of primary school. This skill includes themeasuring time, identifying and ordering the spatial elements, such as direction anddistance, and estimation of relative position of moving and unmoving objects to oneanother. But the identifying and maintaining direction, and describing spatial locationare very difficult for children, for the instruction of teachers, and also for the compiling of textbook. The main purpose of this research is to find out the cognitive development ofprimary school students in two spatial elements --direction and location by personal oral interview and paper-and-pencil test. By the way, analyzing the varieties between different sexes, ages, and regions (urban or ural), we gained many definiteresults as below: 1. In the lower grade (6 to 7 agegroup), influenced by egocentric of children,the cognitive development of direction is limited in basic spatial relationship, such asfore and behind, above and below, left and right. In the middle and higher grade(8 to 12 agegroup ), the cognitive development of spatial abilities make progress tomore complex relative spatial relationship and spatial varieties in large-scale spaceenvironments. 2. Spatial ability of girl students in basic spatial relationship is better than thatboy's, but in more complex spatial ele ments, such as relative spatial relationship inlarge-scale space, the boy student's ability is better than that girls. 3. Spatial ability of urban area students is better than ural area students inevery spatial elements , especially in appil cation of three dimension space conceptionand mathematic co ordination. 4. Spatial ability of gifted and talented students is much better than ordinarystudents, especially in more abstract spatial conception and application of complexspatial relationships. May be we can regard the cognitive development of spatialability in gifted and talented students are promote to formal operation period (13 to15 agegroup). |
本系統中英文摘要資訊取自各篇刊載內容。