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題名 | 當前幼兒數學研究及其教育意涵=Contemporary Research on Early Childhood Mathematics and Its Educational Implication |
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作者 | 周淑惠; Chou, Su-hui; |
期刊 | 國民教育研究學報 |
出版日期 | 19960600 |
卷期 | 2 1996.06[民85.06] |
頁次 | 頁255-284 |
分類號 | 523.2 |
語文 | chi |
關鍵詞 | 幼兒; 數學概念; 幼兒教育; |
中文摘要 | 皮亞傑宵為研究兒童數學概念發展之泰斗,基本上其研究立論為:數學具邏輯本質,學前幼兒欠缺邏輯思考力,因而正數學上是無能的。近年來有關兒童數學概念發展之研究陸續出現,這些研究散見於數學之各次領域(如數、量、空間....),而巳大多數研究之發現似乎有異於皮氏之數學無能論。然而目前有關「幼兒數學教育」之著作多半仍以皮氏理論為依歸,而皮氏本人卻鮮少論及教育上之運用,因而實有必要將當前的研究加以研析與整合,以探討幼兒數學概念發展的特性,並進而闡論其在教育上之意涵。 本研究經文獻分析結果,發現:(1)學前幼兒確實在數、量、幾何、空間、邏輯等概念上有一些理解與能力,例如「非正式算術」(informal arithmetic):(2)這些數學方面的能力是自小逐漸萌發、日益精進的,因此有些脆弱與限制:[3)幼兒數學概念的發展具有自發自導、建構發明、情境實用、以及直覺具体等特性。以上幼兒數學能力之特性與幼兒數學概念發展之特性在教學上之啟示為:提供豐富與刺激性的環境以回應及支持幼兒的興趣與能力,使正在發展與成熟中之能力,充份發展,即類似布魯納所謂的「鷹架式」教學支持。而鷹架式支持之具体而微的教學原則為:生活化、遊戲化、具體化、直覺化、解題化、互動化。 |
英文摘要 | Jean Piaget is the foremost, figure in studying the development of young children's mathematical concepts. Basically, his tenet of theory is that mathematics is logical in nature and that preschooler is short of logical thinking young child, therefore, is mathematically incapable. Recently, the research in the development of mathematical concept of young children burgeons prosperously and is found in the subfields of mathematics such as number, geometry... etc. Moreover, most findings of these studies seem to be different from Piaget's assumption. Nevertheless, most of the publications in early childhood mathematics education for the time being are still based on Piaget's theory. On the other hand, Piaget himself seldom mentioned about the educational implications of his theoy. Hence, there is an urgent need to study and integrate present studies in order to investigate the developmental characteristics of young children's mathematics concept and further to explicate its educational implicat ion. This article adopts literature review as its main re- search method. The findings are: (1) preschoolers are indeed competent in mathematics such as "informal arithmetic": (2) the competences of young children burgeon from birth and Progress continuously and gradually, their capabilities, therefore, are weak and have limits in some way: (3) the developmental characteristics of young children's mathematical concept are self-directive, self-constructive, contextual and intuitive in nature. Based on the findings the educational implication, therefore, is to provide young children with rich and stimulative environment in order to support and response to their developmental characteristics. Generally, the author agrees what Brunet mentions "scaffording support" in instruction. The main purpose is to allow young children's competences (undergoing development) to reach full mature and development. Some instructional principles are suggested: play- oriented, experience-oriented, problem solving-oriented, in- tuition-oriented, and concretion-oriented principles. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。