幼教師之數學教學信念、教學行為及幼兒的數概念：建構與直接教學取向之分析

近年來，幼兒數學教育之議題逐漸受到重視。因應此點，研究者將教師之數學教學分為「建構」與「直接教學」取向，然後針對幼教師之數學教學信念與教學行為傾向，以及建構與直接教學取向之下幼兒解題表現之差異加以探究，因國內現有文獻較缺乏此方面的研究。為達研究目的，研究者透過問卷調查與晤談等方式蒐集必要資料，且運用多項分析方法。最終，研究者針對幼教師（含不同性質幼兒園與不同背景幼教師）之數學教學信念與教學行為傾向、幼教師數學教學信念與教學行為之間的關係，以及建構與直接教學取向之下幼兒數概念的差異予以闡明，且據以提出可供後續研究及幼教師、幼兒園主管和幼教師資培訓機構參考之建議。

關鍵字

幼兒數學教育；數概念；直接教學；建構教學

並列摘要

In recent years, the issue of children's mathematics education has increasingly gained attention. Accordingly, the researchers divided the teacher's mathematics teaching types into 'constructivist approach of teaching' and 'direct approach of teaching'. Then they inquired into the tendencies of early childhood teachers mathematics teaching beliefs and teaching behaviors, and compared the differences of children's problem solving performances under constructivist and direct teaching approaches. At present, little research regarding the aforementioned themes has been conducted in Taiwan. In order to achieve the research objectives, the researchers used survey questionnaires and interview to collect necessary data and employed many analytical methods. Finally, the researchers elaborates on the tendencies of early childhood teachers' mathematics teaching beliefs and teaching behaviors(including teachers from different types of kindergarten and personal backgrounds), relationship between early childhood teachers' mathematics teaching beliefs and teaching behaviors, and the differences of children's number concepts between 'constructivist approach of teaching' and 'direct approach of teaching'. Moreover, this paper provides suggestions for future researchers and references for early childhood teachers, kindergartens' managers and training institutes of early childhood teachers.

並列關鍵字

Young Children's Mathematics Education ； Number Concepts ； Direct Teaching ； Constructivist Approach of Teaching

國際替代計量

幼教師之數學教學信念、教學行為及幼兒的數概念：建構與直接教學取向之分析

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