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題 名 | 我國幼稚園幼兒數算策略之研究=A Study of Kindergarteners Counting Strategies in Taiwan |
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作 者 | 許惠欣; | 書刊名 | 臺南師院學報 |
卷 期 | 30 1997.06[民86.06] |
頁 次 | 頁339-372 |
分類號 | 523.23 |
關鍵詞 | 幼稚園; 幼兒; 數算策略; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之主旨乃在探討幼兒之數算策略的發展模式及其年齡與性別差異,以及影 響幼兒數算策略改變之因素。 本研究採隨機取樣方式,以臺南市三所幼稚園 120 名幼兒為 受試者,男女童各半,四足歲與五足歲幼兒也各佔一半,平均年齡分別為四歲六個月與五歲 六個月。 本研究以許惠欣(民 84b )所編製之「幼兒數算能力測驗」( The Test of Counting Ability for Young Children )為個別施測之評量差異。 研究結果顯示:1. 幼兒之數算策略遵循發展的模式。 手指點算、重新數算、手指加算、與 方塊減算之策略(乃較低層次之數算策略)隨年齡之發展而遞減;速認、眼睛默數、往上數 算、加法心算、與減法心算之策略(乃較高層次之數算策略)隨年齡之發展而遞增。 2. 幼 兒進行合理性數算與加、減計算時,所運用之數算策略都有顯著的年齡差異。五歲幼兒所運 用之數算策略優於四歲幼兒。 3. 幼兒只有進行加法計算時,所運用之數算策略有顯著的性 別差異。 男童所運用之數算策略優於女童。4. 幼兒之數算策略不因集合之表徵模式(具體 、半具體、抽象、分離量、連續量)與集合之排列型式(分散、成對、撲克牌之點數、圖形 、成簇排列)之不同而異。本研究也綜合研究的發現提出指導幼兒數算策略之教學指南,供 幼教老師設計數算活動之參考,以提昇幼兒數算策略之發展層次。 |
英文摘要 | The main purpose of this study was to investigate kindergarteners' counting strategies in order to see whether children's counting strategies developed in a developmental pattern, whether there were age and gender differences in counting strategies, and whether there were factors to cause children to change their counting strategies. One hundred and twenty 4- and 5-year-old subjects were randomly selected from three kindergartens in Tainan ( M=4 years and 6 months, 5 years and 6 months).Children's counting strategies, which were recorded during individual testing by means of "Test of Counting Ability for Young Children" designed by Hsu (1995b), were analyzed by use of X �� - test. The results of this study showed as follows: First, there was a developmental pattern in counting strategies. Point Counting, recounting from the first set, addition with fingers, and subtraction with cubes decreased by age; while subitizing, counting with eyes, counting on, and mental addition/subtraction increased by age. Second, there was a significant age difference in counting strategies. Five-year-old children used highr level of counting strategies than four-year -olds. Third, there were no significant gender differences in counting strategies except that boys used higher level of counting strategies than girls in addition. Fourth, children's counting strategies were pretty similar and stable no matter what kind of representational models or patterns of sets might be for rational counting, addition, and subtraction. At last, a teaching guide for directing children's counting strategies to a higher level were suggested as s reference for early childhood teachers in designing counting-related activities. |
本系統中英文摘要資訊取自各篇刊載內容。