政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141316
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 110829/141756 (78%)
造访人次 : 47423228      在线人数 : 690
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/141316


    题名: 幼兒計數能力之研究 —以台灣某幼兒園動畫融入數學為例
    A Study on Children`s Counting Ability:Applying Animation in Taiwanese Kindergartens
    作者: 王心潔
    Wang, Xin-Jie
    贡献者: 張盈堃
    Chang, Ying-Kun
    王心潔
    Wang, Xin-Jie
    关键词: 五項計數原則
    動畫
    幼兒計數能力
    華人文化
    Five Counting Principles
    Animation
    Children`s Counting Ability
    Chinese Culture
    日期: 2022
    上传时间: 2022-08-01 18:42:37 (UTC+8)
    摘要: 本研究旨探討兒童計數能力,以及動畫融入數學時其計數能力狀況。研究以8位幼兒為研究對象,採用觀察法。研究使用2019年Gray提出的五項計數原則,並發展成十個問題,在2022年2月底和3月底分别對幼兒進行了兩次計數能力觀察。在兩次計數能力觀察期間,研究者會播放四次動畫並記錄幼兒的觀影狀況。研究結果顯示:
    1. 幼兒計數原則中固定順序原則發展在先,一對一原則其次,基數原則與抽象原則的發展順序並不能確定,最後發展順序無關原則。
    2. 幼兒作為主動觀看影片的閱聽人,會對動畫內容進行解釋和解讀。同時,同儕之間存在相互模仿與競爭。幼兒觀看動畫後計數能力的變化可分為三類,即主動學習者、細微變化者和能力較強者。
    3. 使用西方理論時需要考慮本土文化適應性問題。華人社會中幼兒計數能力發展會受到文化的構建,華語幼兒數數有本身的語言優勢,並受到華人文化中尊重、羞恥感以及集體意識的影響。
    This study aims to investigate children`s counting ability and how that skill changes when they watch mathematically themed animations. The study adopted the observational method to gather data on eight children. Referring to Gray`s ten questions based on five principles of counting in 2019, the study conducted two counting observations at the end of February and March of 2022. During the two counting observations, the researcher played the animations four times and recorded all the data by video. The findings of this research can be concluded as follows:
    1. Children demonstrate the stable-order principle and the one-to-one correspondence principle prior to other principles. The development sequence of the cardinal and abstract principles is unclear. The order-irrelevant principle is the last development.
    2. As an active audience, children can interpret the contents of the animation. Meanwhile, there are mutual imitations and competitions among peers. The development of children counting ability can be divided into three categories, active learners, subtle changes, and strong knowledge.
    3. Cultural adaptation should be considered when using western theories. The development of children`s counting ability in Chinese society is influenced by culture. Chinese children`s counting ability has linguistic advantages, and respect, sense of shame, and collective consciousness can affect it.
    參考文獻: 一、中文部分
    王莉(2018)。 兒童心理學。北京:電子工業出版社。
    王麗娟(譯)(2000)。數字感:1,2,3哪裡來?(原作者:S. Dehaene)。台北:先覺。(原著出版年,1999)
    李昭明(譯)(2008)。人類文化發展的本質。(原作者:B. Rogoff)。台北
    :心裡出版社。(原著出版年,2003)
    李瑾(2019)。中國文化的學習模式。范良火等人(主編),華人如何學數學(頁104-130)。南京:江蘇鳳凰教育。
    林崇德(1980)。 學齡前兒童數概念與運算能力發展。 北京師範大學學報: 社會科學版,2, 67-77。
    林建亨(2019)。使用動畫學習中文動詞之成效探討—以幼兒階段為例。華語文教學研究,16(3),1-27。
    林嘉綏、李丹玲(1999)。 幼兒數學教材教法。 台北:五南。
    谷瑞勉(2001)。教室中的維高斯基:仲介的讀寫教學與評量(原作者:L. Dixon-Krauss)。台北:心理。(原著出版年,1995)
    吳淩萱(2017)。家庭數學經驗、母親的數學態度與新住民幼兒數學能力之相關。國立台南大學幼兒教育系碩士論文,未出版,台南市。
    周淑惠(1999)。幼兒數學新論。台北:五南。
    柳賢等譯 (2006)。 幼兒數學教材教法(原作者:R. Charlesworth)。台北:湯姆生。(原著出版年,1999)
    陳淑敏(1994)。Vygotsky 的心理發展理論和教育。屏東師學院報,7,121-143。
    郭靜晃(2005)。兒童發展與保育。台北:威仕曼文化。
    常孝貞(2003)。三至五歲幼兒一對一對應、計數能力與基數概念之研究。國 立台灣大學人類發展與家庭研究所碩士論文,未出版,台北市。
    張盈堃(2009)。好人不用戴帽子:兒童對媒體的言談分析。張盈堃(主編)。童年的凝視:兒童的文化研究選集(頁37-64)。屏東:國立屏東教育大學
    張盈堃(2017)。兒童言說取向的探究。倪鳴香、張盈堃(主編)。發現童年的沃野(頁193-216)。台北:國立政治大學幼兒教育研究所。
    張靳(2020)。學齡前兒童動畫片教育價值研究。南京郵電大學教育學碩士論文,未出版,南京市。
    黃毅英(2019)。儒家文化圈(CHC)學習者的現象──對數學教育的影響。范良火等人(主編),華人如何學數學(頁389-415)。南京:江蘇鳳凰教育。
    楊晨希(2016)。兩岸兒童如何談友誼:以觀看喜洋洋與灰太狼為例。國立政治大學幼兒教育研究所碩士論文,未出版,台北市。
    柳賢等譯 (2006)。 幼兒數學教材教法(原作者:R. Charlesworth)。台北:湯姆生。(原著出版年,1990)
    楊意菁、陳蕓蕓譯(1999)。媒體原理與塑造(原作者: L. Grossberg, E. Wartella & D. C. Whitney)。台北:韋伯。(原著出版年,1998)
    趙建國(2008)。傳播學教程。鄭州:鄭州大學。
    賴孟龍、方柔云、王雅葶、季萱。(2016). 三到五歲臺灣學齡前幼兒基本數能力的表現: 與 TEMA 常模比較。 幼兒教保研究,17, 43-61。
    簡楚瑛(1993)。幼兒數學知識結構及其發展趨勢之文獻探討。新竹師範學院學報,7,17-57。
    簡佩瑋(2003)。台灣本土幼教頻道節目規劃策略之初探──以東森幼幼台為例。南台科技大學資訊傳播系碩士論文,未出版,台南市。

    二、英文部分
    Alghazo, I., Alsawaie, O., & Awidi, H. (2010). Enhancing counting skills of preschoolers through the use of computer technology and manipulatives. International Journal of Learning, 17(9),159-176.
    Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37-56.
    Anders, Y., Grosse, C., Rossbach, H.-G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children`s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195-211.
    Baroody, A. J. (1992). The development of kindergartners` mental-addition strategies. Learning and Individual Differences, 4(3), 215-235.
    Baroody, A., Benson, A., & Lai, M. (2003). Early number and arithmetic sense: A summary of three studies. Paper presented at the annual meeting of the Society for Research in Child Development, Tampa.
    Briars, D., & Siegler, R. S. (1984). A featural analysis of preschoolers` counting knowledge. Developmental Psychology, 20(4), 607-618.
    Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18.
    Fuson, K. C., & Mierkiewicz, D. (1980). A detailed analysis of the act of counting. Paper presented at the Annual meeting of the American Educational Research Association, Boston.
    Fuson, K. C., Richards, J., & Briars, D. J. (1982). The acquisition and elaboration of the number word sequence. In C. J. Brainerd (Ed.) Children’s logical and mathematical cognition (pp. 33-92).New York: Springer-Verlag.
    Fuson, K. C. (1991). Children’s early counting: Saying the number word sequence, counting objects, and understanding cardinality. In K. Durkin & B. Shire, eds, Language in Mathematical Education: Research and Practice(pp.27-39) Milton Keynes, PA: Open University.
    Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
    Gelman, R., & Meck, E. (1983). Preschoolers` counting: Principles before skill. Cognition, 13(3), 343-359.
    Ginsburg, H. (1977). The psychology of arithmetic thinking. Journal of Children`s Mathematical Behavior, 1(4),1-89.
    Gonçalves, S., Ferreira, R., Conceição, E. M., Silva, C., Machado, P. P., Boyland, E., & Vaz, A. (2018). The impact of exposure to cartoons promoting healthy eating on children`s food preferences and choices. Journal of Nutrition Education and Behavior, 50(5), 451-457.
    Gray, L. (2019). Preschool counting: What development in understanding of counting looks like for a child during the nursery year. Unpublished doctoral dissertation,
    University of Birmingham, UK.
    Graham, T. A. (1999). The role of gesture in children`s learning to count. Journal of Experimental Child Psychology, 74(4), 333-355.
    Handayani, S., Haryono, H., & Ahmadi, F. (2020). The Effectiveness of animation film media to know ability mathematical concept of early childhood based on gender. Journal of Primary Education, 9(2), 161-167.
    Kittidachanupap, N., Singthongchai, J., Naenudorn, E., & Suphakit, N. (2012). Development of animation media for learning English vocabulary for children. Paper presented at the 2012 IEEE International Conference on Computer Science and Automation Engineering (CSAE), China.
    Lipton, J. S., & Spelke, E. S. (2005). Preschool children`s mapping of number words to nonsymbolic numerosities. Child Development, 76(5), 978-988.
    Mierkiewicz, D. B., & Siegler, R. S. (1981). Preschoolers’ abilities to recognize. counting errors. Paper presented in Annual Meeting of the National Council of Teachers of Mathematics, Boston.
    Miller, K. F., Smith, C. M., Zhu, J., & Zhang, H. (1995). Preschool origins of cross-national differences in mathematical competence: The role of number-naming systems. Psychological Science, 6(1), 56-60.
    Mix, K., Sandhofer, C., & Baroody, A. (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. Advances in child development and behavior, 33, 305-346.
    Munn, P. (1997). Children’s beliefs about counting. In L. Thompson (Ed.), Teaching and learning early number, (pp. 19-33). Britian: Open University.
    Piaget. (1965). Child`s conception of number. New York: Norton.
    Porter, J. (1999). Learning to count: A difficult task? Down syndrome research and practice, 6(2), 85-94.
    Rodríguez, P., Lago, M. O., Enesco, I., & Guerrero, S. (2013). Children’s understandings of counting: Detection of errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114(1), 35-46.
    Sarnecka, B. W., Kamenskaya, V. G., Yamana, Y., Ogura, T., & Yudovina, Y. B. (2007). From grammatical number to exact numbers: Early meanings of ‘one’, ‘two’, and ‘three’ in English, Russian, and Japanese. Cognitive Psychology, 55(2), 136-168.
    Saxe, G. B. (1979). Children`s counting: The early formation of numerical symbols. New Directions for Child and Adolescent Development, 1979(3), 73-84.
    Saxe, G. B., Guberman, S. R., Gearhart, M., Gelman, R., Massey, C. M., & Rogoff, B. (1987). Social processes in early number development. Monographs of the society for Research in Child Development, 52(2), 101-137.
    Soydan, S. B., Alakoç pirpir, D., & Azak, H. (2017). Aggressive behaviours of 48-to 66-month-old children: Predictive power of teacher–student relationship, cartoon preferences and mother’s attitude. Early Child Development and Care, 187(8), 1244-1258.
    Threlfall, J., & Bruce, B. (2005). “Just” counting: Young children`s oral counting and enumeration. European Early Childhood Education Research Journal, 13(2), 63-77.
    Yoon, H., & Malecki, E. J. (2010). Cartoon planet: Worlds of production and global production networks in the animation industry. Industrial and Corporate Change, 19(1), 239-271.
    描述: 碩士
    國立政治大學
    幼兒教育研究所
    108157020
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0108157020
    数据类型: thesis
    DOI: 10.6814/NCCU202201051
    显示于类别:[幼兒教育研究所] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    702001.pdf3273KbAdobe PDF20检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈