不同情境中學前幼兒加法計算策略之分析：微發生學設計   全文下載

Young Children’s Addition Strategies in Different Contexts: A Microgenetic Design

本研究目的在分析不同情境下（遊戲及課業情境），幼兒解決簡單加法計算題的能力與策略，並以微發生學設計探討這些策略在不同測試階段會有何種變化，最後並分析幼兒加法計算題的錯誤類型。本研究選取47 位大班幼兒，在遊戲及課業情境下，於一個月內接受四次簡單加法計算問題測試，之後分析幼兒使用的加法計算策略及其變化。研究結果發現，首先，在遊戲與課業兩種情境下，幼兒的加法計算能力並無顯著差異，但是幼兒解決加法計算題使用的策略則有顯著差異，手指策略在遊戲情境中較多，畫圖策略在課業情境中較多。其次，在課業情境下，幼兒的計算策略在不同測試中使用的次數有顯著差異，但在遊戲情境下幼兒的策略使用則無這種差異。整體而言，隨著測試次數的增加，幼兒逐漸放棄比較具體的計算策略，而改用比較抽象與不明顯的計算策略。最後，幼兒在課業情境出現的錯誤比較多，這些錯誤題目大多集中在「和數為10 以上」的題目。

This study analyzed young children’s simple addition abilities and strategies in game and academic contexts. Using microgenetic design, young children’s addition strategies across four sessions were explored, and the computation errors were analyzed. Forty-seven young children solved simple addition problems in game and academic contexts across four sessions in one month. These children’s addition abilities and strategies were analyzed. The results showed that there were no significant differences in the scores across the game and academic contexts, but the frequency of different strategies use were. There were more finger counting strategies in the game context and more drawing strategies in the academic context. There were also significant differences in the frequency of addition strategies use across the four trials in the academic context, but not in the game context. The overt strategies decreased and the covert strategies increased across four sessions. Lastly, there were more computation errors in the academic context than in the game context.