【論文摘要】臺東縣山地兒童面積保留與面積測量概念的發展

【論文摘要】The Conceptual Development of Area Conservation and Area Measurement of Aboriginal Children in Taitung, Taiwan, R.O.C.

蔡春美(Chun-mei Tsai)

《國立臺灣師範大學教育研究所集刊》 25輯 (1983/06) Pp. a27-34

https://doi.org/10.6910/BGIENTNU.198306_(25).0012

並列摘要

To educate child, we must understand their cognitive development. This study was a replication and an extension Piagetian area tasks. Its main purpose was to examine conceptual development of area conservation and area measurement as well as some related effective factors, of aboriginal children in Taitung. As a result, the research could be applied to help improve the elementary education in Taiwan, Republic of China. The subjects were 540 childrens from three district ethnic groups: 180 mountain aboriginal, 180 urban aboriginal arid 180 urban non-aboriginal. In each group, 60 children were randomly selected from the second, the fourth and the sixth grades respectively, covering the age range of about seven to eleven years, equal in both sexes. There were four criterion variables (dependent variables) and twenty four predictor variables. Data were statistically analyzed by (1) percent of children sucessful in area conservation and measurement, (2) three-factors analysis of variance for the age, sex and district ethnic group, and (3) stepwise multiple regression analysis. The results of the study were as follows: I. The conceptual development of area conservation and area measurement of aboriginal children in Taitung: 1. Concepts of area conservation and area measurement were based upon the concept of length conservation. These concepts were developing gradually with their ages. 2. Conceptual developments of length conservation, area conservation and area measurement in Taitung children were later than Swiss children. 3. Except for the score of area conservation, all children from mountain aboriginal had higher ones-than those from urban aboriginal. 4. The conceptual development of length conservation was earlier than that of area conservation, yet the conceptual development of area conservation ran exactly parallel with that of area measurement. II. Factors influencing the conceptual development of area conservation and area measurement of aboriginal children in Taitung: 1. Sex differences were not significant. 2. Differences in chronological age and district ethnic groups and interaction effects were significant. 3. The important sets of predictors were district ethnic group, intelligence, language, reading ability, chess playing, birth order, parents' education status, parents' vocation, period in attending kindergarden, interested in social study, science study, art, academic in general. 4. The stepwise multiple regression coefficients of age 7 to age 11 were between .2301 and .6957, i.e. the factors covered in this study can account for and predict the one fourth to two thirds variance of conceptual development in area conservation and area measurement. Based on the above-mentioned findings, we had proposed the following recommendations: 1. Teachers should be educated to possess the ability to diagnose the cognitive development of his pupils. 2. Primary school teachers should be provided with flexible teaching materials to be adapted to the children with different cognitive development. 3. Enrich the cultural resources in Taitung so that the children's scope of experience will be expanded. 4. Family, school and community must cooperate with one another to offer a good environment for child's cognitive development.