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研究生: 顏嘉佑
論文名稱: 幼兒數學實物與數位遊戲學習的成效探討
The Effectiveness between the Physical Game and the Digital Game in Young Children’s Mathematical Learning
指導教授: 鍾志從
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 97
中文關鍵詞: 幼兒幼兒數學能力實物遊戲學習數位遊戲學習
英文關鍵詞: young children, mathematical abilities, physical game-based math learning, digital game-based math learning
論文種類: 學術論文
相關次數: 點閱:196下載:33
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  • 依據皮亞傑的認知發展理論,學齡前幼兒的認知發展處於前運思期階段,需透過具體實物的操作來幫助幼兒發展抽象的數學符號概念。然而,隨著數位化時代的來臨,今日幼兒所經驗的真實世界已然與過去大不相同,是否數位遊戲的符號可以取代具體實物提供幼兒學習?本研究藉由相同的數學內容,比較幼兒使用實物遊戲與數位遊戲兩種不同學習方式的表現差異。採用立意取樣方式,以151位台北市3所公立幼兒園中的四至六歲幼兒為研究對象。研究者透過自編的數學實物遊戲與數學數位遊戲「我會算算數」以及幼兒數學能力測驗─第二版,蒐集受試幼兒的數學實物、數位遊戲學習表現以及幼兒的數學能力等資料。研究結果如下:一、幼兒數學的實物遊戲表現優於數學的數位遊戲學習表現。二、幼兒在數學實物遊戲、數學數位遊戲學習的表現,男生比女生好。三、幼兒在數學實物遊戲、數學數位遊戲學習的表現,五歲組比四歲組好。四、幼兒在數學實物遊戲、數學數位遊戲學習的表現,不會因社經地位不同而有所不同。五、有電腦接觸經驗的幼兒比沒有電腦接觸經驗的幼兒,在數學數位遊戲學習的表現較好。六、幼兒的數學能力在數學實物遊戲學習與數學數位遊戲學習表現上具有調節的作用,也就是說,對具有較高數學能力的幼兒來說,較不易受到認知發展的限制,而能將其能力反映在數學的數位遊戲學習表現上;但是,低數學能力的幼兒可能認知發展尚未成熟,同時,他們進行較抽象的運思能力也較低,因此較不適合直接以數位遊戲學習的方式來進行數學學習。

    This study was to investigate the difference of young children’s mathematical performance between the physical game-based learning and the digital game-based learning. Researcher used purposive sampling. The 151 four to five-year-old children from three public kindergartens in Taipei, participated in this study. They completed two tasks and one test, i.e., "I will calculate the number displayed in physical game “, "I will calculate the number displayed in digital game“, and the TEMA-2. By using the SPSS19.0, the results showed as follows:
    1. Young children's mathematical performance in the physical games was better than it in the digital games. 2. Boys got better scores than girls in both physical and digital math games. 3. Five-year-olds performed better in both physical and digital math games than the four-year-olds. 4. The young children’s scores in the physical math games would not be influenced by social-economic status, either in the digital math games. 5. The young children who had the computer contact experience got the higher scores than those who hadn’t the computer contact experience. 6. Young children's mathematical ability played the modulated function between their physical game-based math learning and digital game-based math learning.

    謝誌 i 摘要 iii Abstract iv 目次 v 表次 vii 圖次 viii 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的與問題 5 第三節 名詞釋義 6 第二章 文獻探討 9 第一節 數位遊戲學習 9 第二節 幼兒數學能力 19 第三節 數學數位遊戲學習的相關研究 33 第三章 研究方法 39 第一節 研究架構 39 第二節 研究對象 40 第三節 研究工具 42 第四節 研究實施流程 54 第五節 資料處理與分析 56 第四章 研究結果與討論 57 第一節 幼兒在數學實物遊戲和數學數位遊戲學習表現的差異 57 第二節 幼兒背景變項與數學實物遊戲、數學數位遊戲學習表 現的關係 58 第三節 幼兒的數學能力對數學實物遊戲學習與數學數位遊戲 學習表現的調節作用 64 第四節 研究結果討論 69 第五章 結論與建議 75 第一節 結論 75 第二節 建議 77 參考文獻 80 壹、中文部分 80 貳、英文部分 84 附錄 94

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