幼兒數學創造力教學引導策略之分析研究—以測量為例

The Study on the Creativity Teaching Strategies of Cognitive Dimension: Measurement Activities

馬祖琳(Tzu-Lin Ma) ； 葉佳容(Chia-Jung Yeh) ； 江淑卿(Shwu-Ching Jiang) ； 許淑瑾(Shu-Chin His)

《課程與教學》 9卷1期 (2006/01) Pp. 157-175

https://doi.org/10.6384/CIQ.200601.0157

摘要

本研究歷經探索、發展與精進三個階段之合作行動研究歷程，發展「幼兒數學創造力教學」之測量教學活動與引導策略。教學活動的模式為佈题、解題，及分享與評價。佈題設計架構，需與幼兒的長度測量概念層次及解題操作層次連結，而佈題的提問方式影響幼兒的解題思考與紀錄方式。在解題、分享與評價之教學歷程，輔以創意性思考、分析與實用性思考兩大引導策略。先經由變異方法的腦力激盪策略提問，再運用數學概念限定的策略提問，以鷹架出幼兒的創意思維。分析與實用性思考引導策略，是用以激發高層次的創意思考，經由尋求解釋、質疑、澄清、提示與突顯迷思的提問，激發幼兒解題之認知衝突，並調適迷思概念，進而精進數學測量概念。

關鍵字

幼兒數學 ； 創造力教學 ； 引導策略

並列摘要

This action research has developed ”the creative instruction of children mathematics”. During the process of exploration, development and improvement of the instruction, the curricula and teaching strategies have been justified and verified. The framework of the question-pose has associated children's measurement concept and operation level of problem-solving. The pattern of question-pose has influenced on the presentation of children's thinking and drawing. Children's creative thinking has developed from the brainstorm strategy with varied operations and the restriction strategy with measurement concepts. Children's higher creative thinking level has been stimulated from the strategies of analysis and practice thinking that include explanation, examination, clarification, prompting and emphasizing misconception. These teaching strategies have provided children with opportunities and experiences to accommodate their misconceptions and refine mathematics concepts.

並列關鍵字

children mathematics ； creativity teaching ； teaching strategy

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