三、四、五歲幼兒的一對一對應、計數能力與基數概念探討

The development of one-to-one correspondence, counting and cardinality in 3 to 5 year-olds

常孝貞(Hsiao-Chen Chang) ； 鍾志從(Jyh-Tsorng Jong)

《兒童與教育研究》 5期 (2009/08) Pp. 185-218

摘要

本研究以台北市161名三至五歲幼兒為對象，透過自編之「幼兒一對一對應遊戲」、「計數遊戲」與「基數概念遊戲」探討幼兒一對一對應、計數能力與基數概念的發展表現。研究結果顯示：三至五歲幼兒的一對一對應能力的發展依序為：相同物的對應、異質互補物的靜態對應、相同圖形的對應、異質互補物的動態對應。幼兒在數物活動中計數原則的發展狀況依序為固定順序原則、一對一原則、基數原則、抽象原則，最後是順序無關原則。三至五歲幼兒在三種不同問法中的基數概念表現不同：幼兒對於「這裡有幾隻○○？」的問法表現最好，其次為「這裡有○隻○○嗎？」的問法，最後是「請給我○隻○○？」。本研究發現可提供教師指導幼兒進行數概念活動之參考。

關鍵字

幼兒數概念 ； 一對一對應 ； 計數能力 ； 基數概念

並列摘要

The purpose of this study was to investigate the performance of one-to-one correspondence, counting, and cardinality in 3 to 5 year-olds. 161 young children participated in this study and the test instruments were developed by the authors. The results showed that young children's developmental orders in one-to-one correspondence were: correspondence of the same objects, salient correspondence of different objects, correspondence of the same figures, and dynamic correspondence of different objects. The developmental orders in counting were: the stable-order principle, the one-to-one principle, the cardinality principle, the abstraction principle, and the order-irrelevant principle. And the performance of cardinality was best in ＂How many--?＂ question, then the ＂Are there--?＂ question, and the last the ＂Please give me--.＂ question.

並列關鍵字

one-to-one correspondence ； counting ability ； cardinality