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博碩士論文: 多元文化族群國小四年級學童長度與面積保留概念之比較研究=A Comparative Study of Fourth-Grade Elementary Children''''''''s Conservation of Length and Area in Multi-Cultural Tribes in Taiwan

  • 作者:王欽麟(研究生)、Wang Chin Lin(研究生)
  • 其他作者:蘇順德(指導教授)
  • 語文:中文
  • 出版者:屏東師範學院
  • 系所名稱:數理教育研究所
  • 學位類別:碩士
  • 出版日期:2002
  • 畢業學年度:90
  • 頁數:133
      • 關鍵詞:多元文化族群、保留概念、面積、長度、multi-cultural tribes、conservation、area、length

        摘要:

        本研究旨在探討多元文化族群國小四年級學童,其長度與面積保留概念發展之情形,並了解學童正確的答題策略及犯錯的類型與可能原因,最後整理出長度與面積保留概念涉及「位置」、「方向」、「形狀」等改變要素,在多元文化族群學童之發展順序。 本研究以自編之筆試試卷為工具,並以屏東縣原住民、閩南、客家族群地區之七所國小四年級學童共291人為研究對象,筆試後依筆試成績於各族群分組抽取學童6人,共得訪談樣本18人。 根據實徵資料與訪談結果,本研究主要結果發現如下: 一、性別對學童長度與面積保留概念表現有顯著差異,女生優於男生。 二、族群對學童長度與面積保留概念表現有顯著差異,閩南學童優於原住民學童,客家學童也優於原住民學童,至於閩南學童與客家學童之間則沒有顯著差異。 三、學童的數學成就對其長度與面積保留概念表現有顯著影響,高數學成就學童優於低數學成就學童。 四、學童長度與面積保留概念表現間有顯著相關,長度保留概念表現較好的學童,其面積保留概念表現也較好。 五、就筆試試卷各題通過率而言,以閩南學童表現最優,客家學童表現次之,原住民學童表現較不理想。就學童犯錯類型與可能原因而言,學童多受到視覺的影響,其中原住民學童犯錯的類型與想法較為分歧,而閩南與客家學童則較為相近。 六、長度保留概念涉及各改變要素,在多元文化族群學童之發展順序均為:1.位置、2.方向、3.形狀。 七、面積保留概念涉及各改變要素,在原住民族群學童之發展順序為:1.位置、2.方向、3.形狀;在閩南與客家族群學童之發展順序為:1.方向、2.位置、3.形狀。 八、若以皮亞傑"百分之七十五通過率"為原則,可得出閩南學童已具備涉及「位置」、「方向」的長度與面積保留概念;客家學童已具備涉及「位置」的長度保留概念與涉及「方向」的面積保留概念;原住民學童不具備涉及任一要素的長度與面積保留概念。 最後根據研究結果與發現,提出若干建議以做為教師教學改進與未來研究之參考。
        This article aimed to investigate the development of conservation of length and area, understand their strategy and mistakes in answering questions, and characterize the sequence of development in "position", "direction", and "shape" for the fourth-grade elementary-school children in multi-cultural tribes. The study used a written test and sampled 291 fourth-grade children from aboriginal, HoRou(閩南), and HaKa(客家) tribes in Ping-Tung County. There were 6 children drawn from each tribe based on the result of the test and 18 children were interviewed. Based upon the empirical data and interview, we concluded the main results as follows: 1.There was a significant difference in gender on the performance of conservation of length and area. Specifically, the performance for female children were better than that for male children. 2.There was a significant difference in the type of tribes on their performance of conservation of length and area. Both HoRou and HaKa children outperformed aboriginal children. However, there was no significant difference between HoRou and HaKa children. 3.There was a significant difference in children’s math achievement on the performance of conservation of length and area. The performance for children with high math achievement was better than that for those with low math achievement. 4.There was a positive correlation between the conservation of length and the conservation of area. 5. From the correction rate for each question in the test, we concluded the performance for HoRou children was the best, HaKa children was next, and the aboriginal children was not satisfactory. Based on the possible reason and the form of mistakes, the mistakes for the aboriginal children were divergent, but there was no such phenomenon for HoRou and HaKa children. 6.The sequence in the development of length conservation for multi-cultural children was "position", "direction", and "shape". 7.The sequence in the development of area conservation for the aboriginal children was "position", "direction", and "shape". However the sequence for HoRou and HaKa children was "direction", "position", and "shape". Based on the results, we proposed several suggestions for the improvement of teaching and provided future research directions.

        目錄:

        目 次..................................................Ⅰ
        表 次..................................................Ⅲ
        圖 次..................................................Ⅴ
        中文摘要..................................................Ⅵ
        英文摘要..................................................Ⅶ
        第一章 緒 論.............................................1
        第一節 研究的背景與動機.................................1
        第二節 研究目的.........................................3
        第三節 待答問題.........................................4
        第四節 研究假設.........................................5
        第五節 名詞釋義.........................................5
        第六節 研究的範圍及限制.................................7
        第二章 文獻探討...........................................9
        第一節 多元文化教育之意涵及研究.........................9
        第二節 皮亞傑的理論....................................17
        第三節 van Hiele 的理論................................24
        第四節 長度與面積概念之相關研究........................28
        第三章 研究方法與步驟....................................37
        第一節 研究流程........................................37
        第二節 研究對象........................................38
        第三節 研究工具........................................40
        第四節 資料收集與統計分析..............................44
        第四章 研究結果與討論....................................47
        第一節 影響國小學童長度與面積保留概念之相關因素........47
        第二節 多元文化族群國小學童長度保留概念筆試表現之情形..58
        第三節 多元文化族群國小學童面積保留概念筆試表現之情形..76
        第四節 多元文化族群國小學童長度與面積保留概念涉及
        各改變要素之發展順序............................97
        第五章 結論與建議.......................................105
        第一節 結 論.........................................105
        第二節 建 議.........................................110
        參考文獻.................................................113
        一、中文部分...........................................113
        二、英文部分...........................................116
        附 錄...................................................121
        附錄一 第一次預試試卷.................................121
        附錄二 第二次預試試卷之難度與鑑別度...................125
        附錄三 筆試試卷.......................................126