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篇名
幼稚園大班兒童空間表徵之探究
並列篇名
AStudy of Kindergarten Children's Spatial Representations
作者 陳淑敏 (Amy Shu-Min Chen)
中文摘要
本研究從幼稚園大班兒童對熟悉的大比例尺空間,及表徵該空間的小比例尺空間訊息之處理,探究幼兒的空間表徵。研究對象選自一所公立幼稚園大班共59 名幼兒,使用幼稚園遊戲場模型和地圖進行個別晤談。研究顯示:(1)幼兒主要使用拓樸空間線索,然間或使用投影空間和幾何空間線索處理大比例尺空間訊息;(2)幼兒較能記憶遊具的空間配置型態,較難記憶遊具之間的距離或作比例轉;(3)幼兒主要使用拓樸空間線索處理小比例尺空間訊息,但也使用投影和幾何空間線索;(4)幼兒能瞭解模型與地圖表徵空間之意義;(5)觀點改變影響幼兒的空間訊息處理,在對應位置尋找,模型與地圖方向一致優於不一致;(6)男童對大比例尺空間配置的記憶較女童為佳,而小比例尺空間訊息的處理則無性別差異。
英文摘要
The study was designed to investigate kindergarten children's spatial representation through their reduced spatial representation of a large-scale space that they were familiar with, the playground. Fifty nine children were recruited from a public kindergarten to participate in the study. Each child was interviewed individually twice, using scaled models of equipments and a map of their kindergarten playground to demonstrate their spatial representation of the playground. Results indicated: (a) that kindergarten children displayed more topological relational knowledge than projective and Euclidean relational knowledge when constructing the model of their kindergarten playground; (b) that kindergarten children remembered spatial layout of the playground better than distance between each piece of equipment; (c) that kindergarten children used more typological relational cues than projective and Euclidean relational cues while searching for target locations on small-scale map; (d) that kindergarten children performed significantly better when the map and the model were aligned than unaligned; (e) that boys' memory about the layout of their kindergarten playground was significantly better than that of girls on large-scale representations; but (f) there was no gender differences on small-scale spatial tasks.
起訖頁 77-96
關鍵詞 比例尺地圖空間表徵模型觀點mapmodelperspectivescalespatial representation
刊名 教育心理學報  
期數 201109 (43:1期)
出版單位 國立臺灣師範大學教育心理與輔導學系
該期刊-上一篇 大專校院輔導教師工作現況與專業知能需求之研究
該期刊-下一篇 重度與極重度肢體障礙者輔助科技長期介入成果研究
 

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