研究生: |
吳振銘 Cheng-Ming Wu |
---|---|
論文名稱: |
透過遊戲式學習軟體來發展幼兒數字概念 Developing Children's Number Concept through Game-based learning software |
指導教授: |
張國恩
Chang, Kuo-En |
學位類別: |
碩士 Master |
系所名稱: |
資訊工程學系 Department of Computer Science and Information Engineering |
論文出版年: | 2001 |
畢業學年度: | 89 |
語文別: | 中文 |
論文頁數: | 93 |
中文關鍵詞: | 幼兒 、數字概念 、戲戲式學習軟體 |
英文關鍵詞: | children, number concept, game-based learning software |
論文種類: | 學術論文 |
相關次數: | 點閱:244 下載:27 |
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 |
本研究的目的在依幼兒數字概念理論及電腦輔助教學設計原則設計學習軟體,並檢驗其應用效果。研究採單一受試研究法撤回實驗設計,結合觀察和評量的方式收集量和質的資料。研究對象是五名3歲到4歲的幼兒,針對五名個案進行為期四週遊戲式學習軟體學習,實驗過程探討幼兒使用遊戲式學習軟體是否能促進數字概念發展,評量部份包括基數、序數、讀數字、寫數字及判斷數字大小能力表現。
量的資料方面,本研究在教學前、中、後進行「自編數字概念評量」,應用視覺分析法分析這些個案在各項數字概念的學習成效﹔質的資料方面,呈現個案在評量過程中的表現行為,除此之外,觀察個案遊戲的過程,針對操作難度、概念難度及興趣等方面來評估各遊戲單元的設計是否恰當。
研究結果歸納如下:(一)數字概念成效評量結果:本研究所設計的遊戲式學習軟體對受試者的讀數字能力有顯著促進效果,對基數能力、序數能力、寫數字能力及判斷數字大小能力雖有提昇,但不顯著。(二)遊戲單元設計評估結果:本遊戲式學習軟體中除「數字急急棒」操作難度較難外,所有遊戲單元均適合五位受試者。認知難度適中的遊戲單元有「數字拼圖」、「翻牌遊戲」、「數字急急棒」、「連連看」等,而「著色遊戲」、「天降方塊」及「數字拼盤」的概念難度則因人而異。由觀察結果可發現遊戲難度是決定學習興趣的重要因素。
This research adopted the withdrawal design of single subject research design. It combined observation and evaluation to collect quantitative and qualitative information. The subjects were five children of kindergarten, age raging from three to four. This research covered a four-week game-based software learning activities. The software included 7 units that based on children’s number concept theory and CAI design principles was designed and implemented by researcher. To understand the effects of the game-based learning software on number concepts for age 3-4 children, the evaluations of effects included the ability of cardinal number concept, ordinal number concept, reading number word, writing number word and the ability of comparing number.
Regarding quantitative information, the evaluation of the effects on the number concepts using "Test of early number concept" designed by the researcher was implemented before, in the process of, and after learning. The vision inspection method was used to analyze the learning effects in the overall performance. With regard to qualitative data, the records of the evaluation process in these cases were described. Moreover, the learning motivation and the degree of manipulation and concept difficulty of game units were observed during the game play.
The conclusions of the research were as follows:
1.The effects of number concepts: The effects on the ability of writing number word for the 3 to 4 children by using game-based software were significant, and the ability of cardinal number concept, ordinal number concept, writing number word and the ability of comparing number were not significant.
2.The evaluation of game units: the all units are suitable for 5 children about manipulation except for "number electric shock" unit, "number jigsaw puzzle", "matching number card", "number electric shock", "dot-to-dot" units are suitable for 5 children about concept thinking, "filling colors", "falling blocks", "number jigsaw palette" are suitable about concept thinking depend on children's number concept. From observing learning process, we found degrees of manipulation and concept difficulty are important factors that will influence learning motivation.
[中文部份]
王麗娟譯(民89): 數字感:1.2.3哪裡來?(譯自Stanislas Dehaene: The number sense how the mind creates mathematics), 台北: 先覺出版社。
杜正治(民83): 單一受試研究法(譯自J. W. Tawney, & D. L. Gast: Single subject research in special education), 台北: 心理出版社。
吳瓊洳、蔡明昌譯(民88): 幼兒數的教育(譯自Constance Kamii: Number in preschool and kindergarten: educational implications of Piaget’s theory), 台北: 五南圖書。
吳新華著(民81): 數與計算的啟蒙: 幼兒與智能不足兒童數的教學, 台北: 五南圖書。
李偉旭(民87): 電腦遊戲學習軟體與內在動機因素-以英語幼教光碟的學習為例,國立台灣師範大學資訊教育所碩士論文。
林嘉綏、李丹玲(民88): 幼兒數學教材教法, 台北:五南圖書。
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期, 255-284頁。
周淑惠(民88): 幼兒數學新論-教材教法, 台北:心理出版社。
孫昌識、鄭和鈞(民85): 中國大陸兒童青少年數學能力發展與教育, 蒐入朱智賢主編, 中國兒童青少年心理發展與教育, 台北:五南圖書。
高豫(民85): 迎接電腦時代新新人類 新新文化-電腦遊戲在兒童教育的新角色, 新幼教, 9期, 4-8頁。
張國彬(民84): 3D動畫模擬教學系統雛型之研究, 國立台灣師範大學工業教育所碩士論文。
張漢宜(民86): 數字感的重要性, 教育資料與研究, 18期, 56-60頁。
許惠欣(民87): 幼兒數概念發展之研究, 生活、遊戲、數學幼兒數學概念學習研討會論文集, 117-150頁。
許惠欣譯(民85): 幼兒數學能力測驗-第二版(指導手冊), 台北:心理出版社。
陳念慈(民85): 越玩越聰明-電腦遊戲啟發兒童心智的效益分析, 新幼教, 9期, 15-18頁。
陳怡靜、計惠卿(民86): 育樂式課程軟體之遊戲式學習情境, 視聽教育雙月刊, 39:1期, 24-33頁。
陳英三、李芃娟編(民81): 特殊教育教材教法, 台北:五南圖書。
陳滄堯譯(民87): 幼兒課程:從發展模式到實際應用(譯自Eva L. Essa, Penelope Royce Rogers,An Early Childhood Curriculm: From Developmental Model to Application), 台北:五南圖書。
黃台珠(民73): 概念的研究及其意義, 科學教育月刊, 66期, 44-56頁。
楊秋玲(民86): 多種輸入裝置的多媒體遊戲練習式電腦輔助教學系統之效應研究, 大葉工學院資訊管理所碩士論文。
蔣治邦(民83): 由表徵觀點探討新教材數與計算活動的設計, 台灣省國民學校教師研習會主編「國民小學數學科新課程概說」(低年級), 60-76頁。
鄭凱育(民89): 電腦遊戲對國小四年級學童二維空間概念發展影響之研究, 中國文化大學資訊管理研究所碩士論文。
簡楚瑛(民82a): 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期, 17-57頁。
簡楚瑛(民82b): 「遊戲」之義、理論與發展的文獻探討, 新竹師院學報, 6期, 105-133頁。
羅銘辰(民85): 兒童電腦遊戲觀-邊玩邊學 電腦輔助教學樂趣多, 新幼教, 9期, 9-11頁。
[英文部份]
Beilin, H. (1975). Studies in the cognitive basis of languge development. New York: Academic Press.
Broody, A. J. (1987). Children’s Mathematical Thinking, N.Y.: Teacheis Coleage of Columbia University.
Copeland R. W. (1984). How children learn mathematic, New York: Macmillan Publishing company.
Fuson, K. C., & Hall, J. W. (1983). The Acquisition of Early Number word meanings: A Conceptual Analysis and Review , in Ginsburg, H. (Ed.). The Development of Mathematical Thinking. N. Y.: Academic Press.
Fuson, K. C., & Richards, J., & Briars, D. J.(1982). The acquisition and elaboration of the number word sequence. In C. Brainerd (Ed.) Progress in cognitive development. A children’s logical and mathematical coguition Vol. 1. New York: Springer-Verlag.
NCTM(2000). Principles and standards for school mathematics. NCTM.
Available from http://standards.nctm.org/document/chapter4/numb.htm
Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
Gelman, R., & Meck, E. & Merkin, S. (1986). Young children’s numerical competence. Cognitive Development. 1, 1-29
Gelman, R., & Meck, E. (1983). Preschoolers’ counting: principles before skill. Cognition. 13, 343-359.
Gelman, R., & Meck, E. (1992). Early principles aid initial but not later conceptions of number. In J. Bideaud, C. Beljac & J. Fischer (Eds.), Pathways to number. Hillsdak, N.J.: Lawrence Erlbaum Associates.
Inhelder, B., Sinclair, H. & Bovet, M. (1974). Learning and the development of cognition. Cambridge, Mass : Harvard University Press.
Klawe, M. M. (1998). When does the use of Computer Games and Other Interactive Multimedia Software Help Students Learn Mathematics?
Available from http://taz.cs.ubc.ca/egems/home.html
Piaget, J. & Inhelder, B. (1969). The Psychology of Child. New York: Basic Books.
Resnick, L. B. (1983). A Development Theory of Number Understanding in Ginsbury, H. (Ed.), The Development of Mathematical Thinking. New York: Academic Press. 1983. Randel, J. M., Morris B. A., Wetzel, C. D., & Whitehill B. V. (1992). The effectiveness of games for educational purpose: A review of recent research, Simulation & Gaming, 23(3), 261-276.
Sedighian, K. & Sedighian. A.(1996). Can Educational Computer Games Help Educators Learn About the Psychology of Learning Mathematics in Children?. 18th Annual Meeting of the International Group for the Psychology of Mathematics Education - the North American Chapter. Florida, USA.
Available from http://taz.cs.ubc.ca/egems/home.html