兒童概念學習加速發展效果的考驗研究

A Study on the Acceleration of Children's Conceptual Learning

陳李綢(Li-Chou Chen)

《教育心理學報》 10期 (1978/06) Pp. 75-82

https://doi.org/10.6251/BEP.19780601.7

摘要

.本文係爲探討兒童概念學習加速發展是否可能之初步研究報告。根據皮亞傑認知發展的觀點。選取幼稚園兒童，使他們學習某一概念，再使概念發生學習遷移。直到兒童確實學會後，再故意設法破壞其新養成之概念，以考驗他是否又返囘未學習前之想法。如果返囘原來想法，就表示加速學習並沒有成功。本研究五項實驗之中，除了水位概念實驗結果有待進一步探討外；其他數量保留、容量保留、質量保留、磁鐵吸鐵等四項實驗結果顯示：本研究兒童概念之加速發展的假設傾向於可以支持皮亞傑的看法。亦卽兒童概念發展未達到某一成熟水準時，不可企圖加速其發展。是否眞正如此，則尚待進一步作詳細的研究。

並列摘要

This pilot study was conducted to test whether conceptual learning for young children could be accelerated or not. The subjects were 153 kindergarten children. They were taught to learn some new concepts which they did not have at first. Then, they were given opportunities to transfer the new learned concepts to some similar situations, till they ”understood” these concepts. At last, these accelerated children were confronted by a situation which was designed to ”torpedo” or ”destroy” the new learned concepts. It was hypothesized that the acceleration is not successful if, when torpedoed, the children returned to think in old ways and failed to maintain new ways of thinking. Results of four kinds of experiments (Number Conservation, Volumn Conservation, Quantity Conservation, and Magnetic Conceptual Learning)seemed to support Piaget's notion that the cognitive development of the young children are more or less age-related and therefore is not easily accelerated.Since this was a report of pilot study, some ways to attach this problem were suggested and no conclusion was drawn.