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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(2)--國小中年級學童對東西南北相關方位的認知探討=The cognitive development of primary school students in two spatial elements - directions and location (Ⅱ) A study of cognitive development of north, east, south and west direction at middle grade students of primary school. |
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作者 | 許民陽; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 26 1995.06[民84.06] |
頁次 | 頁213-244 |
分類號 | 523.36 |
關鍵詞 | 國小學童; 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十三個重要的科學過程技能之 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) 間相對空間位置。本研究的第一年已建立各年級學童在方向及空間概念上認知發 展結構圖,初步了解各年段兒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。第二年則更深入探討中年級學童在東西南北相關方位上的認知 狀況,及其補救教學策略。歷經一年餘的資料收集、學童基本知識背景分析、臨 床晤談、群測、補救教學策略等步驟,得到下列數點重要結論: 1.學童在先前概念上認為東西南北等方位是用來指示方向或代表方向用的,8o 的中年級學童其有組合四方位相對空間位置的能力,且組合時先填北方,並將 北方擺在上方,顯示在認知習慣上,北方為方位的起點。 2.由主體找四或八方位的客體及認識四或八方位中主、客體的相對方位關係方 面,八方位的通過率為四方位的一半,可見學童對八方位的運用與辨認較為困 難。 3.在指南針的使用能力上,大部份的學童雖不了解指南針的正確使用步驟, 但卻可以操作指南針找出北方。 4.在各地區學童認知能力的比較上,大城市學童在四成八方位的判識能力最 高,小城市次之,偏遠鄉村最低,差異最大者為日常生活環境中方位的體察能 力,偏遠地區較大都市低20,但偏遠地區學童利用指南針找北方的能力卻較城 市地區學童為佳。 5.男女學童在四及八方位認知能力上差異不顯著,唯在少數較富思考變化而非 記憶性的能力上(如改變"北"的位置再組合四方位的能力),男生優於女生。 6.有關增進學童對四及八方位認知的補救教學有其意義和必要性,試教後經後測 發現對室內方位的判斷,室外指南針和地圖定位能力等皆有增進。 |
英文摘要 | Recognizing and using spatial relationship is one of the 13 critical thinking processskills in physical science course of primary school. This skill includes the measuringtime, identifying and ordering the spatial elements, such as direction and distance, andestimation of relative position of moving and unmoving objects to one another. The main purpose of this study are to find out the cognitive development ofprimary school students (middle grade) in four directions (east, west, north and south)or eight directions (east.west, north, south, northeast, southeast, northwest and southwest). Using the personal oral interview and to take large samples by paper and penciltest, and by the way, analying the varieties between different sexes and regions (urbanor ural), we gain many definite results as below : 1. The fourth graders preconception about the four point or eight point in compassis those directions to help find the way or to show where the object is. 80 of studentscan orient the four points of compass in correct position, and usually begin in "north"point. It means north is the begin-ning of four points in compass. 2. Most of students can't comprehend the right steps to using compass, but theycan operate compass to find north direc-tion. It's more difficult to find eight directionsin a large environment and to name the objects in every directions. 3. Spatial ability of urban area students is better than ural area students in judgement of four or eight point in compass , especially in the awareness of directions innearby environment. But on the contrary, the ability of ural area students in fixingnorth direction is better than that of urban area student's. 4. Spatial ability of boy student in better than girl students in more complexelements , such as to re-orient the four point of compass in correct position after changethe north point in the map. |
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