父親和幼兒的互動與幼兒簡單加法運算能力之關係

根據 Vygotsky 最近發展區的觀點以及鷹架的理論，本研究目的在探討父親和幼兒的互動與幼兒簡單加法運算能力的關係。\r研究者以方便取樣在台南縣三所幼兒園中，選取32 對父親及其就讀大班之幼兒(5到6 歲)為研究對象，並以錄影及錄音的方式，請每對父親與幼兒一起進行簡單加法運算遊戲約20 分鐘。之後分析遊戲的過程中父親所出現的教導行為有那些，並據以分析父親的親子互動方式；且在親子互動之前及之後對幼兒進行「幼兒簡單加法運算作業」，統計幼兒在作業上的得分。研究結果顯示：(一)父親與幼兒進行簡單加法運算遊戲時，以「直接指導」出現的次數及比例最高，「距離策略」出現的比例最少。(二)本研究發現親子互動方式出現的次數及比例，也因為幼兒簡單加法運算能力的差異而有所不同。(三)在父親不同的親子互動方式下，幼兒簡單加法運算能力有顯著差異。「直接指導」最能提昇幼兒的簡單加法運算能力。最後，依據本研究得到的結果，提出教育及未來研究上的建議。

Based on the Vygotsky’s sociocultural theory， this study examined the different types of father-child interactions， and the relations between father-child interactions and children’s simple addition arithmetic abilities. Thirty-two father-child dyads were conveniently drawnfrom three kindergartens in Tainan county， Taiwan. The play session of each dyad was video taped and audiotaped. Before and after the board game， these five-to six-year-olds were assessed on their simple addition arithmetic abilities. A coding scheme was used to assess the types of father-child interactions.First， the results showed that， fathers used more directive instructions and less distancing strategies. Secondly， father-child interactions may vary according to children’s simple addition arithmetic abilities. Third， there were significantdifferences in children’s simple addition arithmetic abilities when different father-child interactions were used. Children got the most improvement when fathers used directive instructions.