教育部禁止幼兒補習珠心算之政策分析～學習成效觀點

Policy Analysis of Ministry of Education Prohibit Childhood Learn Mental Calculation by Abacus: The Perspectives of Learning Effectiveness

賴文宗(Wen-Tsung Lai) ； 翁福元(Fwu-Yuan Weng) ； 鍾芳玲(Fang-Ling Chung)

《幼兒教育》 306期 (2012/06) Pp. 8-30

https://doi.org/10.6367/ECE.201206.0008

摘要

本研究針對臺中市1226位國中二年級學生，探討學習珠心算對數學成績的影響，在控制共變數「智力測驗分數」下，得到以下四點結論，一是珠心算能力達「段位」學生並未在數學成績上有較好表現。二是在「性別」、「開始學習珠心算年齡」、「學珠心算起點數學基礎」等三大項分別與珠心算能力交互作用結果對數學段考成績均沒有影響作用。三是珠心算能力對數學成績有預測功能，其中「智力測驗分數」的解釋力最高為百分之四十一，其次是「珠心算能力」解釋力為百分之一，微乎其微。四是建議幼兒園階段不宜進行珠心算教學，宜多進行啟發與思考能力的開發。

關鍵字

幼兒園 ； 政策分析 ； 珠心算 ； 學習成效 ； 數學成績

並列摘要

This study uses 1226 students in their second year of junior high school in Taichung City as research subjects, to evaluate the influence of learning mental calculation by abacus on their math scores. Through controlling the co-variable of ”intelligence test scores,” the following four conclusions are derived. First, students whose mental calculation by abacus abilities has reached the ”duan level” do not perform better in math scores. Second, the interactive effects of the three categories of ”gender,” ”age at which one began to learn mental calculation by abacus,” and ”learning mental calculation by abacus as the starting point to math,” do not affect the scores of term exams in math. Third, mental calculation by abacus ability has a predictive function for math scores, of which ”intelligence test scores” had the highest explanatory power at 41%, followed by the explanatory power of ”mental calculation by abacus,” at a minuscule 1%. Fourth, it is suggested that kindergarten students should not receive instruction in mental calculation by abacus, and should rather develop their insight and thinking abilities.

並列關鍵字

childhood ； policy analysis ； the mental calculation by abacus ； learning effectiveness ； mathematical score