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題 名 | 數學課堂上反映的兒童學習現象--臨床教學研究札記=Children's Mental Development in Classroom--A Clinical Approach |
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作 者 | 周玉秀; | 書刊名 | 臺北師院學報 |
卷 期 | 9 1996.06[民85.06] |
頁 次 | 頁53-81 |
分類號 | 521.12 |
關鍵詞 | 數學課堂; 兒童學習現象; |
語 文 | 中文(Chinese) |
中文摘要 | 同儕互動可能影響個體發展的論點,在心理學和教育研究的領域裡已由理論假設發 展到實徵研究:Saxe以Vygotsky和Piaget的邁構理論研究不同文化地區,不同學習場所兒童 數學理解力時,同時也將同儕互動置於更廣義的架構上──認知發展的功能根源於社會文化 歷程──分析之。 本研究嘗試舉二、三臨床教學實例驗証其理論效能: (一)學習目標可與日常實務產生動態關係。 (二)活動結構能促成學童認知發展。 (三)互動具有提供孩童轉化知識之工具性功能。 具體活動的研究或可凸顯教學現場的微觀文化,提供探索「互動歷程與兒童學習」領域 之材料。 |
英文摘要 | The argument that peer interaction may influence the development of individuals has evolved in the areas of psychological and pedagogical studies from hypothetical theories to empirical studies: by applying the constructive theory of Vygotsky and Piaget, Saxe has studied how children from different cultural backgrounds understand certain mathematical concepts, and has brought a wider perspective to the analysis of peer interaction by using social-cultural procedures to ascertain the function of cognitive development. This study is a collection of several clinical teaching examples conducted to elaborate the following themes: (1) a dynamic relationship exists between the learning goal and every day school practices (2) activity structures enhance children's cognitive development (3) interplay in classroom is instrumental in cognitive development |
本系統中英文摘要資訊取自各篇刊載內容。