運用鷹架策略於幼兒數概念學習之研究－以數字接龍為例

An Exploratory Study on Young Children’s Mathematics Learning : Using Scaffolding Strategy on Mathematics Solitaire as an Example

陳玉潔(Yu-Chieh Chen)

指導教授 ： 吳昱鋒

中原大學/人文與教育學院/教育研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000138

摘要

本研究旨在探討運用鷹架策略於幼兒學習數概念的學習成效，並分析不同背景變
項在實驗前後差異情形進行探討。本研究採用準實驗設計，以桃園市某公立幼兒
園為研究對象，針對 20 位幼兒以一週一次，連續四週進行實驗教學。資料處理
以觀察記錄、與協同教學者討論當日觀察內容和訪談協同教學者作為質性資料，
並以敘述性統計、單因子變異數分析等統計方法作為研究佐證，融入研究結果與
討論。本研究結果歸納如下：
一、 以鷹架做為中介物，是有助於提升幼兒數概念學習，技能領域和情意領域。
二、 以鷹架做為中介物，對不同背景變項（性別、年齡層、幼生別）之幼兒在數
概念學習上有不同之學習成效。
三、 幼兒能裨益於漸進式架構鷹架所提供之系統性的思考框架，其成效反應於數
概念之學習上。
四、 學習動機提升、學習態度改變、學習遷移，為本研究的三項質性發現。

關鍵字

鷹架策略 ； 幼兒數概念

並列摘要

This research was to study the effectiveness of conducting progressive
scaffolding strategies on young children’s concept of Number . It also analyzed its
effectiveness in related to different background variables of the
children(e.g.,genders, ages, inclusive child) during the experiment. A
quasi-experimental design was used in this study. Twenty children in a public
preschool in Taoyuan were taught once a week using the experimental teaching
method for 4 weeks. The qualitative data was collected in the forms of
observation records, discussions with co-teachers, and interviews with
co-teachers as soon as the lessons were finished. Descriptive statistics and
one-way ANOVA were also conduct to help analyze the data. The findings are as
follows:
1. Children’s concept of numbers, attitude toward Number and the skill learned
were improved using progressive scaffolding strategy.
2. Children with different background variables (e.g., genders, ages, inclusive
child)revealed different learning outcomes.
3. Children were benefited from the progressive thinking frames which come
from progressive scaffolding strategy.
4. Improvement of learning motivation, attitudes and learning transfer were
found in qualitative analysis.

並列關鍵字

progressive scaffolding strategies ； young children’s concept of Number

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