研究生: |
胡迪蘭 |
---|---|
論文名稱: |
二至三歲幼兒分類與一對一對應能力之探討 Young Children’s Understanding of Classification and One-to-One Correspondence |
指導教授: |
鍾志從
Jong, Jyh-Tsorng |
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: | 2008 |
畢業學年度: | 96 |
語文別: | 中文 |
論文頁數: | 127 |
中文關鍵詞: | 分類能力 、一對一對應能力 |
英文關鍵詞: | classification, one-to-one correspondence |
論文種類: | 學術論文 |
相關次數: | 點閱:146 下載:84 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
中文摘要
本研究旨在探討幼兒分類與一對一對應能力,在二至三歲不同年齡的發展表現。本研究以135名台中市公私立托兒所與托嬰中心的幼兒為對象,採研究者自編之幼兒分類遊戲與一對一對應遊戲為評量工具。透過一對一的訪談測試與SPSS for windows 14.0的統計資料分析,研究結果顯示:
一、二至三歲幼兒的分類能力的發展層次依序為:依物的用途或性質辨別、依物的形狀分類、依物的顏色分類、依單一要素來分類與依抽象概念來分類、依複雜要素來分類、能做A與非A的分類。
二、二至三歲幼兒的年齡越大,幼兒的分類能力越好。兩歲至三歲之幼兒分類的標準,多只能以部份特徵,不能同時考慮多種因素,缺乏將物體抽象化的能力。
三、性別不同的受試幼兒,在分類能力的發展上沒有顯著差異。
四、二至三歲的幼兒異質互補物的靜態對應發展在先、同質性相似物的對應發展在後。
五、二至三歲幼兒的年齡越大,幼兒的一對一對應能力越好。在一對一對應操作中,若操作物數量增加,則幼兒的通過率會降低。
六、性別不同的受試幼兒,在一對一對應能力的發展上沒有顯著差異。
Abstract
The purpose of this study was to explore the development of young children’s understanding of classification and one-to-one correspondence at 2 to 3 years old. The 135 preschoolsers participated in this study, including 73 two-year-old children and 62 three-year-old children, 50% boys and 50% girls. They came from ten nursery schools and nursery centers in Taichung city. By using clinical interview and SPSS 14.0 data analysis, the results showed as following:
1.The development sequence of classification found inthis study was: (1) Function or nature classification;(2) Form classification;(3) Color classification;(4) Single element classification;(5) Abstract classification;(6) Complicated classification;(7) A not A classification.
2.The development order of one-to-one correspondence for young children was “heterogeneous complementary” first, then the “homologues analogue develops.
3.The older the children, the better the abilities of classification and one-to-one correspondence.
4.There was no significant difference between boys and girls in the development of classification and one-to-one correspondence.
壹.中文部份
丁祖蔭和哈永梅 (民72)。幼兒顏色辨認能力的發展。心理科學通訊, 2,669-670。
方富熹、方格和郗薯媛(民80)。學前兒童分類能力再探。心理科學,1,16-22。
方富熹和方格(民75)。幼兒分類能力的初步實驗研究。心理學報, 2,157-164。
王為國(民95),幼兒學習數學的三個觀點:朝陽科技大學師資培育中心。2006年12月09日取自 http://www.cyut.edu.tw/~wkwang/CMS1.htm
王憲鈿、劉靜和和范存仁(民53)。4-9 歲兒童類概念的發展的實驗(2)-兒童分類中的概括特點的實驗研究。心理學報,4,352-359。
皮亞傑(民78)。兒童的早期邏輯發展(陸有銓和華意容譯)。台北市:五洲。(原著出版年:1964)
成子娟(民95)。學前數學教學新方法─操作式學前數學,香港教育學院 幼兒教育學院。2006年12月09日,取自 http://news.presch.ilongman.com/CMS/main.asp?Temp_code=2004117154749&Item=2
朱厄妮塔.科普利(民92)。幼兒數學教材教法 (何雪芳和陳彥文譯)。台北市:禾楓。(原著出版年:2003)
西格勒和阿里巴利(民94)。兒童認知發展─概念與應用(林美珍譯)。台北市:心理。(原著出版年:2001)
西斐德(民88)。幼教課程-當代研究的回顧(桂冠編譯室)。台北市:桂冠。(原著出版年:1999)
余民寧(民86)。有意義的學習=Meaningful learning: 概念構圖之研究。台北市:商鼎文化。
伯魯迪(民91)。兒童的數學思考。桂冠前瞻教育叢書編譯組。台北市:桂冠。(原著出版年:2000)
吳貞祥(民75)。國民小學數學教學的基礎 : 數、量、形。台北市 : 幼獅文化。
吳惠芬(民89)。發展遲緩幼兒學習數與金錢之探討:自閉症幼兒之個案研究。未出版碩士論文,國立臺灣師範大學,台北市。
吳惠芬、鍾志從和盧明(民90)。自閉症幼兒學習數與金錢之效果探討,特殊教育季刊,81,1-10。
吳新華(民81)。數與計算的啟蒙。台北市:五南。
呂靜(民73)。4-7 歲兒童認知過程中具體和抽象相互轉化的實驗研究。心理學報,1,10-19。
呂静和汪文筠(民76)。3-6歲幼兒在分類實驗中概括能力的發展。心理學報,1,1-9。
李文貞(民92)。幼兒幾何形體概念發展研究。未出版碩士論文,國立臺灣師範大學,台北市。
李孟達(民90)。幼兒分類概念多媒體遊戲教材的設計與應用研究。未出版碩士論文,國立臺灣師範大學,台北市。
李穎(民95)。奇妙的大腦,神奇的思維。2007年10月28日,取自 http//www.ostar.com.cn/cn_brains_content.aspx?news_id=436-31k
杜麗燕(民84)。皮亞傑。台北市:東大。
阮淑宜(民79)。如何幫助幼兒從活動中學習分類。國教輔導,30(1),52-59。
周淑惠(民 85)。當前幼兒數學研究及其教育意涵 。國民教育研究學報,2,255-284。
周淑惠(民88)。幼兒數學新論-教材教法。台北市:心理。
林怡君(民90)。建構教學對輕度智能障礙學生數概念應用成效之研究。未出版碩士論文,國立高雄師範大學,高雄市。
林春妙(民92)。從圖形分類談幼兒分類概念。教師之友,44(5),40-45.
林亮宜(民72)。學前兒童的數概念: 數數學與比較數學。未出版碩士論文,國立臺灣大學,台北市。
林嘉綏和李丹玲(民88)。幼兒數學教材教法。台北市:五南。
松原達哉(民63)。幼兒的算術-數、量、圖形、空間指導(黃頭生譯)。高雄:大眾。(原著出版年:1965)
信誼基金會(民95)。小袋鼠幼師網:信誼基金會。2006年12月09日,取自 http://www.hsin-yi.org.tw/kindergartner/math.asp
姜忠信(民79)。學前兒童的數量概念。未出版碩士論文,國立臺灣大學心理學研究所,台北市。
徐新逸(民84)。CAI多媒體教學軟體之開發模式。教育資料與圖書館學,33,68-78。
格連.杜曼和珍納.杜曼(民88)。如何教寶寶數學。王明華譯。台北縣:世茂。(原著出版年1994)
翁麗芳(民87)。幼兒數學概念學習研討會論文集。國立台北師範學院,台北市。
常孝貞(民93)。三至五歲幼兒一對一對應、計數能力與基數概念之研究。未出版碩士論文,國立臺灣師範大學,台北市。
張建妤(民74)。學前兒童的數能力。未出版碩士論文,國立臺灣大學,台北市。
教育部(民88)。幼兒數學概念—幼兒數學能力:教育部主辦之八十七學年度WWW建置競賽家庭教育-親子教育組優等作品─數學小飛俠。2006年12月09日,取自 http://www.tces.chc.edu.tw/math/small/concept3.htm
許惠欣(民81)。幼兒「該」如何學習數概念?-統合模式。台南市:光華女中。
許惠欣(民84)。我國傳統與蒙特梭利教育之幼兒數學能力比較研究。台南師院學報,28,533-568。
許惠欣(民85)。幼兒「該」如何學習數概念。台南市立光華女子高級中學,台南市。
許惠欣(民86)。我國幼稚園幼兒算數策略之研究。台南師院學報,30,339-372。
許肅梅(民93)。家庭因素對幼兒數學能力發展之影響 。未出版碩士論文,國立臺灣師範大學,台北市。
郭幸華(民95)。國小高年級學童小數概念研究-以ㄧ所小學為例 。未出版碩士論文,國立臺灣師範大學,台北市。
陳李綢(民81)。認知發展與輔導。台北市:心理。
陳幗眉(民84)。幼兒心理學。台北市:五南。
陳鳳卿(民93)。幼兒園環境托育品質對幼兒語彙能力與數學能力發展之影響 。未出版碩士論文,國立臺灣師範大學,台北市。
猶夏.葛斯瓦米(民92)。兒童認知(羅雅芬譯)。台北市:心理。(原著出版年:2003)
程小危(民80)。學前到學齡階段認知發展歷程。載於蘇建文、程小危、柯華葳、林美珍、吳敏而、幸曼玲、陳李綢、林惠雅和陳淑美(民80),發展心理學,頁171-217。台北市:心理。
菲立普(民81)。皮亞傑式兒童心理學與應用(王文科譯)。台北市
,心理。(原著出版年:1923)
黃康玲、陳貞旬和陳穎涵(民92)。讓物以類聚─發展寶寶的分類能力。 學前教育,25(10),24-28。
黃惠禪 (民91)。國小一年級學童數學能力之研究。未出版碩士論文, 國立臺灣師範大學,台北市。
黃意舒(民 91)。幼稚園生活數學基本學習能力課程之行動研究模式。數學標準本位教學與評量國際學術研討會,台北市立師範學院,台北市。
黃頭生(民69)。幼兒的算術。台北:大眾
瑪麗安‧柯爾和辛蒂‧甘納(民91)。玩藝術學數學:幼兒數學教材教法(盧淑貞譯)。台北市:光佑。(原著出版年1996)
蜜雪兒‧格雷夫斯(民89)。理想的教學點子2(楊世華譯)。台北市:心理。(原著出版年:1952)
蜜雪兒‧格雷夫斯(民89)。理想的教學點子1(林翠湄譯)。台北市:心理。(原著出版年:1952)
蔡亞倫(民90)。學前與國小一年級兒童數字符號表徵能力與數能力的關係。未出版碩士論文,國立中正大學,嘉義縣。
蔡映美(民73)。 幼兒加法能力及其相關因素之研究 。未出版碩士論文,私立中國文化大學,台北市。
鄭小慧 (民95)。培養幼兒5大數學基本能力。蒙特梭利雙月刊,63,9-13。
鄭昭明(民93)。認知心理學:理論與實物。台北市:桂冠。
鄭麗玉(民95)。認知心理學:理論與實物。台北市:五南。
邁澤爾‧薩莫爾(民96)。幼兒表現評量:作品取樣系統(廖鳳瑞和陳姿蘭譯)。台北市:心理。(原著出版年:2002)
鍾聖校(民89)。認知心理學。台北市,心理。
簡楚瑛(民82)。幼兒數學知識結構及其發展趨勢之文獻探討。新竹師院學報,7,17-57。
羅文唎(民76)。學前兒童分類行為的探討。未出版碩士論文,國立政治大學,台北市。
麗絲.艾略特(民91)。小腦袋裡的秘密: 探索0~5歲大腦發展的黃金期(薛絢譯)。台北市,邦成文化。(原著出版年:2000)
麗塔卡特(民91)。大腦的祕密檔案(洪蘭譯)。台北市:遠流。(原著出版年:2000)
蘇建文(民65)。兒童概念的形成。心理與教育,1,85-96。
嵻斯坦絲.卡密(民86)。皮亞傑的理論、行為主義和教育中的其他理論。建構主義在國小低年級和幼稚園數學(幸曼玲譯)。(原著出版年:1997)
貳.英文部份
Ansari, D., Donlan, C., Thomas, M. S. C., Ewing, S. A., Peen, T., & Kapmiloff-Smith, A. (2003).What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development。Journal of Experimental Child Psychology, 85(1), 50-62.
Ault, R. L. (1983).Children's cognitive development (2nd Ed).New York: Oxford University Press.
Baroody, A. J. (1987). Children’s mathematical thinking:A developmental framework for preschool, primary, and special education teachers. New York: Teachers College Press.
Barron, L. (1979). Mathematic experiences for the early childhood years. Columbus, OH: Charles E. Merrill Publishing Company, A Bell & Howell Company.
Becker, J. (1989). Preschoolers' use of number words to denote one-to-one correspondence. Child Development, 60, 1147-1157.
Benson, A. P., & Baroody A. J. (2002). The Case of Blake: Number-Word and Number Development. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Berzonsky, M. D. (1971). The role of familiarity in children’s explanations of physical causality. Child Development, 42(3), 705-715.
Bideaud, J., Meljac, C., & Fischer, R. (1992). Pathways to number: children are developing numerical abilities. Hillsdale., N. J. : L. Erlbaum。
Bjorklund, D. F. (2005). Children's thinking: Cognitive development and individual differences. Australia : Thomson/Wadsworth.
Brainerd, C. J.(1973). Mathematical and behavioral foundations of number. The Journal of General Psychology, 88, 221-228.
Brainerd, C. J.(1979). The Origins of the Number concept. New York: Praeger.
Bruner, J. S., Olver, R. R., Greenfield, P. M. & Harvard University. Center for Cognitive Studies (1967). Studies in cognitive growth. New York : Wiley.
Callanan, M. A. (1985). How Parents Label Objects for Young Children: The Role of Input in the Acquisition of Category Hierarchies. Child Development, 56(2), 508-523.
Carey, S. (1978). The child’s concept of animal. In J. H. Havell & E. M. Markman(Ed.), Handbook of child psychology, 3, Cognitive Development (4th ed.). New York: Wiley.
Chi, M. T. H. (1980). Interactive roles of knowledge and strategies in the development of organized sorting and recall. In S. Chipman, J. Segal, & P. Glaser(Eds.), Thinking and learning Skills: Current research and open qu3stions, 2 Hillsdale,NJ; Erlbaum.
Chi, M. T. H. (1983). Knowledge-Derived Categorization in Young Children. Retrived November 15 2007, from
www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED244247
Cook, G. L., & Odom, R. D. (1992). Perception of multikimensional stimuli:A differential sensitivity account of congintive processing and development. Journal of Experimental Child Psychology, 54, 213-249.
Cowan, R., & Daniels, H. (1989). Children's use of counting and guidelines in judging relative number. British Journal of Educational Psychology, 59, 200-210.
Cruikshank, D. E.; Martin, J. A., Jr., (1981). The Mathematical Game Contest. Arithmetic Teacher, 28(5), 42-45.
Dawes, C. G. (1977). Early maths. New Work: Longman.
Denny, D. R. (1975). Developmental changes in concept utilization among normal and retarded children. Developmental Psychology, 11 359-368.
Denny, N. (1972). A developmental sturdy of free classification in children. Child Development, 43, 221-232.
Denny, R. D., & Moulton, P. A. (1976). Conceptual Preferences among preschool children. Developmental Psychology, 12, 509-513.
Fielker, D. S.(1976). Rsearch: Cardinal Sins. Mathematics Teaching, 75, 10-13.
Fuson, K. C., Secada, w. G., & Hall, J. W. (1983). Matching, counting, and conservation of numeration of numerical equivalence, Child Development, 54(1). 91-97.
Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer Verlag.
Gallistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation, Cognition, 44, 43-74.
Gelman, R. (1969). Conservation acquisition: A problem of learning to attend to relevant attributes. Journal of Experimental Child Psychology,7,167-187.
Gelman, R. (1972). The nature and development of early number concepts. In H. W. Reese(Ed), Advances in child development and behavior, 7, 115-167.New York: Academic Press.
Gelman, R. (1979). Preschool thought. Amercian Psychologist, 34(10), 900-905.
Gelman, R., & Gallistel, C. R. (1978). Children’sunderstanding of numbers, Cambridge, MA: Harvark Univ. Press.
Ginsburg, H. P. (1981). Piaget and education: The contributions and limits of genetic epistemology. In I. E. Sigel., D. M. Brodzinsdy, & R. M. Golinkoff (Eds), New directions in Piagetian theory and practice. Hillsdale. NJ: Lawrence Drlbaum Associates.
Ginsburg, H. P. (1989). Children's arithmetic: How they learn it and how you teach it, (2nd ed.). Austin, Tex: Pro-Ed.
Greeno, J., Riley, M., & Gelman, R. (1984). Conceptual competence and children’s counting. Cognitive Psychology, 16, 94-143.
Halford, G. S., & Boyle, F. M. (1985). Do young children understand conservation of number. Child Development, 56(1), 165-176.
Hudson, T. (1983). Correspondences and numerical difference between disjoint sets. Child Development, 54, 84-90.
Huttenlocher, J., Newcombe, N., & Sandberg, E. H. (1994). The coding of spatial location in young children. Cognit Psychol, 27(2), 115-147.
Inhelder, B., & Piaget, J. (1999). The early growth of logic in the child: classification and seriation. London: Routledge. (First published in 1964)
Johnson, L. J., & Ricciuti, H. D. (1965). Developmental changes in categorizing behavior from infancy to the early preschool years.
Jong, J. T. (1997). Parents and kindergartners: Money and number, practice, concepts and skills. Unpublished doctoral dissertation, Iowa State University, Ames, IA..
Jordan, N. C., Huttenlocher, J., & Levine, S. C. (1992). Differential calculation abilities in young children from Middle-and low-income families. Developmental Psychology, 28, 644-653.
Jordan, N. C., Huttenlocher,J., & Levine, S. C. (1994). Amental model for earth arithmetic. Journal of Experimental Psychology: General, 128, 284-296.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth, Early Childhood Research & Practice, 4 (1), Spr,20.
Larsen, G. Y & Flavell, J. H. (1970). Verbal factors in compensation performance and the relation between conservation and compensation. Child Development, 41, 956-977.
Lemoyne, G., & Favreau, M. (1981). Piaget's Concept of Number Development: It’s Relevance to Mathematics Learning. Journal for Research in Mathematics Education, 12 (3), 179-196.
Meisels, S., & Atkins-Burnett, S. (2002). The elements of early childhood assessment. Handbook of early childhood intervention, 231-257.
Milliar, C., & Macday, C. K. (1978). Conflict between cues in number conservation task. British Journal of Educational Psycholopy, 50, 188-181.
Mix, K. S., & Melissa, W. C., (2001). Amount Versus Number: Infants' Use of Area and Contour Length to Discriminate Small Sets. Journal of Cognition and Development, 2 (3), 243-260.
Mix, K. S., Huttenlocher, J., & Cohen, S. (1996). Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?, Child Development, 67 (4) p1592-1608.
Nelson, K. (1978). How children represent dnowledge of their world in and out of language. A preliminary report. In R. S. Siegler(Ed.), Children’s thinking: What develops Hillsdale, N. J.: Erlbaum.
Nelson, L. D., & Dirdpatrick, J. (1988). Problem solving. In J. A. Payne (Ed,).Mathematics learning in early childhood (7th Ed) Reston, VA: National Council of Teachers of Mathematics, Inc.
Piaget, J. (1965). The child's conception of number. New York: Norton.
Piaget, J. (1952). The child's conception of number. New York: Norton library. W. Norton & Company.
Piaget, J., Gattegno, C., & Hodgson, M.(1997).The child's conception of number. Jean Piaget: selected works.
Piaget, J., 1896-(1997). The child's conception of number / Jean Piaget ; translated by C. Gattegno and F.M. Hodgson. London ; New York : Routledge
Potter, M. C., & Levy, E. I. (1968). Spatial enumeration without counting. Child Development, 39, 265-272
Richard, W. (1984). How children learn mathematics: Teaching implications of Piaget's research. London New York :Collier Macmillan: Macmillan.
Rosch, E., Mervis, C. B., Gray, W. D., & Johnson, D. M. and Boyes-Braem, P.(1976). Basic objects in natural categories. Cognitive Psychology, 8, 382-439.
Rosch, E., Mervis, C. B., Gray, W., Johnson, D. M., & Boyes-Braem, P. (2004). Basic objects in natural categories. Cognitive Psychology: Key Readings.
Rothenberg, B. B. (1969). Conservation of number among four and five-year-old children: Some methodological considerations. Child Development,49, 383-406.
Saxe, G. B. (1977). A developmental analysis of notational counting, Child Development, 49, 383-406.
Schaeffer, B., Eggleston, V. H, & Scott, J. L.(1974). Number development in young children. Cognitive Psychology, 6, 357-379.
Shipley, E. F., & Shepperson, B. (1990). Countable entities: Developmental changes. Cognition, 34, 109-136.
Siegler, R. S. (1991). Children's Thinking. Englewood Cliffs, N.J.: Prentice-Hall.
Silverman, I. W., & Briga, J. (1981). By What Process Do Young Children Solve Small Number Conservation Problems? Journal of Experimental Child Psychology, 32(1), 115-126.
Smiley, S. S., & Brown, A. D. (1979). Conceptual preference for thematic or taxonomic relations: A nonmonotomic trend from preschool to old age. Journal of Experimental child Psychology, 28, 249-257.
Sophian, C. (1996). Children's numbers. Boulder. Colo.: Westview Press.
Sophian, C., Heidi Harley, H., & Constance, S. M. M. (1995). Relational and representational aspects of early number development. Cognition and Instruction, 13(2), 253-268.
Starkey, P., & Cooper, R. G., Jr. (1980). Perception of numbers by human infants.Science, 210, 1033-1035.
Sugarman, S. (1983). Discussion: empirical versus logical issues in the transition from prelinguistic to linguistic communication. The transition from prelinguistic to linguistic communication. Hillsdale, NJ.: Lawrence Erlbaum Associates.
Sutherland, P. (1992). Cognitive development today: Piaget and his critics. London: Chapman Pub.
Von Glasersfeld, E. (1982). Subitizing: The role of figural patterns in the development of numerical concepts. Archives de Psycholgie, 50, 191-218.
Vygotsdy, L. S. (1962). Thought and language. Cambridge, Mass. : M. I. T. Press.
Waxman, S. R., & Kosowski, T. D. (1990). Nouns mark category relations: Toddlers' and preschoolers' word-learning biases. Child Development, 61(5), 1461-1473.
Waxman, S. R., Chambers, D. W., Yntema, D. B., & Gelman, R. (1989). Complementary versus contrastive classification in preschool children. Journal of Experimental Child Psychology, 48 (3), 410-422.
Whorf, B. L. (1956). Language, thought and reality. Cambridge, MA.: MIT press.
Wiegel, H. G. (1998). Kindergarten students' organization of counting in joint counting tasks and the emergence of cooperation. Journal for Research in Mathematics Education, 29(2), 202-224
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750.
Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251.