花蓮縣國小低年級泰雅族學生平面幾何概念之詮釋性研究

Interpretative Research on Atayal First and Second Graders Concepts of Plane of Geometry in Hualien County

呂季霏(Ji-Fei Lu)

《花蓮師院學報》 14期 (2002/04) Pp. 187-209

摘要

本研究的目的在探討花蓮縣泰雅族學童的平面幾何概念。研究對象為花蓮縣秀林鄉國小一、二年級泰雅族學生、花蓮市區國小平地生一、二年級及三位泰雅族人，以半結構式訪談與學童及族人進行晤談，與學童語談時配合實物操作進行錄影、錄音，針對學童表現再與泰雅族人進行晤談。晤談資料全部轉錄成文字，再將學童的訪談資料繪製成概念圖，呈現學童的平面幾何概念。本研究有下面的發現：
泰雅族編織的圖樣，只有簡單的直線條，因族群交流的影響，才有各種圖樣。泰雅族的語言，只有圓形的說法，在文化及生活經驗也發現相同現象；族人多以實際物體的外形，或以局部的形狀來描述形狀；族人的觀念，「對稱」就表示「一樣」；沒有表示立體形狀的說法，圓形與球體的說法是一樣的；以語音的拉長或誇張語意表示距離、長度及面積大小，以「目測」比較面積大小。
泰雅族低年級學生的平面幾何概念有：普遍對圓形有完整的認識，其次為正方形及長方形，多平只將正三角形及等腰三角形當作三角形，對其他形狀的認識不多；泰雅族學童都能找出全等的圓形，其次為全等正方形及全等長方形；缺乏對稱概念的了解；以高度比較兩個相似相形狀的大小，缺乏面積保留概念。
泰雅族的文化背景及生活經驗的空間與平面概念，對泰雅族低年級學童可能的影響有四個：平常以實際物體的外形及局部的形狀表示形狀；沒有對稱的說法；以實際物體來描述立體形狀，族語中，圓形的說法也代表球體；以語音拉長及跨張的語意表示長度、距離及面積。
國小低年級泰雅族學童與低年級平地學童在平面幾何概念上的差異有六個方面：對形狀的認識、全等、對稱、面積保留、面積估測及對立體與平面的認識之差異。

關鍵字

泰雅族 ； 平面幾何 ； 概念圖

並列摘要

The main purposes of this study were to investigate the plane geometry concepts of Atayal first and second graders in Hualien County. Eight Atayal students of the first and second grade respectively (Atayal first and second graders), eight ordinary students of the first and second grade respectively, non-aboriginal first and second graders, and three Atayal tribesmen from Hualien City served as suvjects. Data were collected by way of semi-structured interviews with students and Atayal tribesmen. First, interviews with students were video recorded and recorded, with students’ manipulating objects. Then, based on students’ performance, conduct interviews with Atayal tribesmen. Interview data were translated into words. By this, the researcher drew concept maps to show students’ concept about plane geometry in addition to interpreting the data by words. The major discoveries of this study were as follows:
The pattern of Atayal knitting is composed of simple lines. There were patterns of other shapes, which were influenced by population flow. The Atayal have no words to describe shapes but circles. They describe shapes by objects names or part shapes. They have no words to represent symmetry, and “symmetry” means “the same”; they have no words to represent tridimensional shapes, circle is the same with sphere they have no words to indicate the distance, length and area but use stretching sounds to indicate the distance, length and area or measure the area by eyes.
Concerning the Atayal first and second graders’ plane geometry concept, most of them had comprehensive understanding about circle; followed by square and rectangle. Most of them regarded equilateral triangle and isosceles triangle as triangle, lacking understanding about other shapes. They can understand equivalence circle, followed by equivalence square and equivalence rectangle. They were short of the understanding of symmetry and area conservation conception.
There were four effects Atayal culture had on the plane geometry concepts: First, the Atayal have no words to describe abstract shapes, but objects or part shapes, but objects or part shapes. Second, they have no words to say symmetry and tridimensional shapes. Third, they use the stretching sounds to indicate the distance, length and area.
The differences between Atayal and ordinary Taiwan second graders on plane geometry concepts were the concepts of shapes, equivalence, symmetry, area conservation, estimating measurement of area and distinction of plane and tridimensional shapes. The differences between Atayal and ordinary Taiwan first graders on plane geometry concepts were the concepts of shapes, equivalence, symmetry, area conservation and distinction of plane and tridimensional shapes.

並列關鍵字

Atayal ； plane geometry