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  • 學位論文

透過數學遊戲活動探討幼兒分類概念之研究

A research on the young children’s classification conceptions through mathematical games

指導教授 : 魏宗明
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摘要


本研究目的旨在透過研究者所設計之數學遊戲活動,探討幼兒分類之概念。企圖了解幼兒園大班幼兒分類能力,以及數學遊戲活動對幼兒分類概念學習的助益。 本研究以2間台中市私立幼兒園82位大班幼兒為對象,實驗組每週進行2次教學,一共為期5週,採用研究者自編之「幼兒數學遊戲分類活動計分表」為評量工具,進行前、後測。據此進行分析,瞭解幼兒分類概念發展情形,以及數學遊戲活動對此能力學習的幫助。 研究的結果為:   了解幼兒園大班幼兒分類能力之情形,以及透過數學遊戲活動,實驗組幼兒在分類概念上有明顯之差異。 一、數學遊戲活動介入前,不同性別之大班幼兒,在分類能力的發展上沒有顯著差異。 二、數學遊戲活動介入前,不同年齡之大班幼兒,在自由分類概念、感官分類概念及延續屬性分類概念,是有差異的,只有辨識異同分類概念與猜臆分類概念,是沒有差異的。 三、數學遊戲活動介入後,實驗組與控制組幼兒分類概念學習結果有部份與控制組幼兒達顯著差異。 a.實驗組幼兒之自由分類概念與控制組沒有顯著差異。 b.實驗組幼兒之感官分類概念與控制組沒有顯著差異。 c.實驗組幼兒之辨識異同分類概念與控制組有顯著差異。 d.實驗組幼兒之延續屬性分類概念與控制組有顯著差異。 e.實驗組幼兒之猜臆分類概念與控制組沒有顯著差異。 f.數學活動介入後,不同性別之實驗組幼兒在整體分類概念得分上有差異。不同年齡之實驗組幼兒在整體分類概念得分上沒有差異。

並列摘要


This research explores on the young children’s classification through mathematical games .An attempt to understand the kindergarten class children classification ability ,and mathematical games and activities to learn the concept of young children''s classification helpful. In this research ,object is the 82 children of two private kindergarten in Taichung. The experimental group, Twice a week teaching, totally period of five weeks, and in teaching before and after doing the test. Children mathematical games classification concepts activities designed by the researcher as a tool for assessment. Pursuant to analyze, to understand the child care classification concept development situation, as well as children mathematical games classification concepts activities to help the ability to learn. results showed as following: The circumstances of the classification capability of understanding of nursery class children,as well as through mathematical games, experimental group children in the classification concept have significant difference. 1. Children of different gender, there was no difference in the development of classification ability. 2. Children of different gender, in Freedom classification , Sensory classification and continuation attributes classification have significant differences,however the Identify similarities and differences classification and conjecture classification is not differences. 3.Mathematical games after the intervention, the experimental group and control group of children classification the concept there are part of differences. (1) The experimental group children freedom classification concept and the control group no significant difference. (2) The experimental group children Sensory classification and the control group no significant difference. (3) The experimental group children identify similarities and differences classification and the control group have significant difference. (4) The experimental group children continuation attributes classification and the control group have significant difference. (5) The experimental group children conjecture classification and the control group no significant difference. (6) Mathematical games after the intervention, the experimental group of young children of different gender differences in the overall classification concept score. and, the experimental group of young children of different age there was no difference in the overall classification concept score.

參考文獻


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