空間主題教學活動對幼兒空間概念學習與認知之影響

The Effect of Space-themed Teaching Activities on Young Children's Cognition and Learning of Space Concept

洪文東(Wen-Tung Hung)

《美和學報》 30卷1期 (2011/03) Pp. 125-146

https://doi.org/10.7067/JMU.201103.0125

摘要

本研究旨在探討教學活動對幼兒空間概念學習與認知的影響。研究者先從既有文獻進行空間概念內容分析，並由幼教老師及科學概念研究者設計出幼兒「空間概念主題教學活動」、「幼兒空間概念測驗」及「幼兒空間概念測驗半結構式晤談大綱」等研究工具。以某所幼稚園幼兒26名幼兒爲研究對象，進行空間主題教學活動實驗教學教學，於實驗教學前後進行前測與後測、並藉由教室觀察與半結構式個別晤談獲得質性資料，根據資料分析結果探討教學活動對幼兒空間概念學習與認知的影響。結果顯示，相關的教學活動確能有效增進幼兒空間概念的學習。本研究期能藉此研究發現提供幼教師從事主題教學活動之參考。

關鍵字

主題教學 ； 空間概念 ； 幼兒 ； 認知與學習

並列摘要

This study aimed to explore the effect of space-themed teaching activities (STA) on young children's cognition and learning of space concept. We analyzed the concept of space in teaching materials and then developed STA, Space Concept Test, and Semi-structured Interview Outline for young children. Subjects (n=26) were selected from a kindergarten in Pingtung county, in which the experimental teaching was given in STA. We took the pre-test and post-test, observed and recorded the children's performance in the process of teaching. We interviewed them individually to confirm their cognitive performance. By data analysis, we explored the children's cognition and learning of space concept. The study found that STA do improve young children's learning of space concept. Based on the findings of this study, we proposed that the kindergarten teachers could use STA as a reference when thinking about their thematic teaching activities design.

並列關鍵字

cognition and learning ； space concept ； thematic teaching ； young children

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