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Please use this identifier to cite or link to this item: http://ir.lib.stu.edu.tw:80/ir/handle/310903100/736

Title: 發展幼兒建構式數學課程之行動研究
Action Research of Developing ConstructiveMathematical Curriculum for Young Children
Authors: 陳惠敏
Hui-Min Chen
Contributors: 鄭舒丹
Su-Tan Cheng
幼兒保育學系
Keywords: 幼兒建構式數學課程;行動研究
constructive math curriculum for young children;action research
Date: 2007
Issue Date: 2011-05-23 16:35:02 (UTC+8)
Publisher: 高雄市:[樹德科技大學幼兒保育學系]
Abstract: 摘要

本研究透過教學行動研究,探究高雄市「花花(匿名)幼稚園」一位幼教師發展幼兒建構式數學課程之歷程,及這過程中幼兒數學能力的發展與改變。
現今幼兒數學教育一直是被重視卻又被忽略的,甚至大多採取「紙上談兵」的練習或「教具」操作的方式來讓幼兒學習數學。研究者以課程統整的觀點,並以《愛麗絲夢遊仙境》繪本為主題起點,延伸並連結到生活中的數學概念,透過與幼兒討論與實際操作,發展幼兒建構式數學課程。研究者透過行動過程不斷的自我省思與有計畫的統整,引導幼兒在生活中發現、思考數學進而引發幼兒對學習的興致。在研究期間研究者蒐集並檢視幼兒學習檔案、觀察記錄、活動學習單、影音資料、研究日誌、訪談資料,以進一步了解幼兒建構式數學課程的發展歷程。

綜合本研究發現,獲得以下結論:
壹、幼兒數學教育可於事先架構主題網,執行時保有課程的彈性。
貳、幼兒數學應強調幼兒興趣和學習態度的培養。
參、幼兒學習數學的關鍵在於課程是否具生活化,引起幼兒興趣,產生
有意義的學習。
肆、教師是影響幼兒數學課程走向的關鍵。
伍、幼兒建構式數學課程可輔以團體、小組、或個別教學,顧及每位幼
兒的學習。
陸、行動研究有助於提升教師的反省能力,精進教師的教學能力。


關鍵字:幼兒建構式數學課程、行動研究
Abstract

This study was through action research to investigate how a teacher of “Hua-Hua Kindergarten (anonymous)” in Kaohsiung city developing a constructive mathematical curriculum for young children, and how children’s mathematical ability change and progress.
Nowadays mathematical education for young children have been paid much attention, but been neglected as well. Even mostly teachers used paper-drilled exercises or manipulating educational material for young children to learn Math. In this study, the researcher adopted the view of integrating curriculum, and utilized a children picture book of Alice's Adventures in Wonderland as a theme topic, extended and connected math questions to the regular life situation, and discussed with children. Moreover, in the process of action research, the researcher constantly self-reflected and planed, revised, and implemented strategies to lead children to think and discover, and the important thing was to draw forth their interests and curiosity in Math. During the study, the research collected and examined children learning files, observation records, worksheets, audio-visual data, daily logs and interview data in order to deeply understand the process of developing constructive Math curriculum. The results of this study were as follows:
1. Teachers could construct the thematic-web of Math curriculum for young children in advance, but maintain flexibility during instruction
2. The goal of Math curriculum for young children should draw forth children’s interest, curiosity and positive learning attitude in Math.
3. Math curriculum for young children should connect to life situation and draw forth children’s interest, in order to make children have a meaningful learning.
4. Teacher played a major role in developing constructive math curriculum for young children.
5. While proceeding constructive math curriculum, teacher could assist children with whole-group, small-group and individual instruction to satisfy every individual’s need.
6. Action research helped teacher to reflect their teaching and empower themselves.

Keyword: constructive math curriculum for young children, action research
Appears in Collections:[兒童與家庭服務系(所)] 博碩士論文

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