二至三歲幼兒分類與一對一對應能力之探討
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2008
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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.
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.
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分類能力, 一對一對應能力, classification, one-to-one correspondence