圍棋活動對幼兒空間能力及專注力的影響

Abstract

本研究旨在發展適合幼兒的圍棋活動，瞭解幼兒空間能力與專注力目前水準，探討圍棋活動對幼兒空間能力、專注力的提升成效，以及個人變項對幼兒空間能力與專注力的影響。以臺北市兩所幼兒園共103位四至六歲幼兒為對象進行準實驗研究，實驗階段實驗組（n=49）幼兒參與每週兩次為期6週的圍棋活動，對照組（n=54）幼兒則沒有參與任何實驗。研究工具採用空間轉換任務及腦立方腦波儀蒐集空間能力與專注力資料，在圍棋活動介入的前、後一週對實驗組與對照組進行前測與後測，並於後測結束後一個月對實驗組進行後後測。 本研究將蒐集的幼兒資料依年齡分大班與中班進行統計分析，結果顯示： 一、幼兒圍棋活動對大班幼兒的整體空間能力、平行轉移的空間能力提升有明顯的成效。其中實驗組幼兒參與圍棋活動之後，整體空間能力、平行轉移、對角轉移及對角旋轉的空間能力都有明顯的學習成效以及保留效果。 二、幼兒圍棋活動對幼兒的空間能力與專注力成效會因性別不同而有差異。中班幼兒空間能力的成效是女生的介入效果大於男生；大班幼兒則是男生大於女生。中班幼兒專注力的High α波、Low β波、High β波的改變成效上，男生介入效果大於女生。 三、幼兒圍棋活動對幼兒的空間能力與專注力成效會因家庭社經地位不同而有差異。對空間能力的成效以及對中班幼兒High β波的改變成效都是高社經幼兒的介入效果大於低社經幼兒。

The purpose of this study was to develop young children’s Go game program and understand children’s spatial capacity and attention. It is also explore the effect of improving children’s spatial capacity and attention by Go game program. In addition, the other background factors, such as children’s sex and social-economic status were examined. What research method of this study was Quasi-Experimental Research Method. 103 children of two preschool in Taipei city participated in the study. The children’s of experimental group (n=49) were enter the Go game program twice a week for six weeks. While the control group (n=54) was not treated with any intervention. The effectiveness of the program was evaluated by Spatial Transformation Task and Mind Wave. The two different groups enter the tasks one week before (pretest) and one week after (posttest) the Go game program. The experimental group also enter the tasks one month after (follow-up test) the intervention. The data was analyzed by separating senior class and middle class. The results indicated that: 1.Through the process of Go game program, there were effective influences on senior class children’s complete spatial capacity and horizontal translation spatial capacity. Besides there were also significant learning effects and delayed effects on the experimental group children’s complete spatial capacity, horizontal translation, diagonal translation and diagonal rotation spatial capacity. 2.As the effects on spatial capacity, the senior class boys were superior to the girls; while the middle class girls were superior to the boys. As high α, low β and high β waves of attention, middle class girls were superior to the boys. 3.As spatial capacity and the high β wave of attention, the children living in a high social-economic status family were superior to those who living in a low social-economic status family.