幼兒時間概念教學之研究

The Research Concerning Teaching Temporal Concepts to Young Children

時間概念對幼兒的學習是很重要的，過去的研究大多探討幼兒時間概念的發展，至於時間概念的教學研究不多。本研究透過教學方案的設計幫助幼稚園大班學童發展時間概念。教學方案的設計以幼兒的生活事件作為重建過去時間的線索及判斷時間長短的參照架構。研究對象以幼稚園兩班5至6歲大班學生為主。研究設計有實驗組與對照組，在實驗組實施時間概念教學方案，對照組採用園方原有的課程。研究結果以實作評量及在過程中，輔以觀察和非結構訪談，以瞭解學童的時間順序、週期、期間及時間量及報時等方面的表現，並探討教學方案的成效。研究結果發現實驗組幼兒已有時間順序、能發展出週期，及時間量等概念，然而在報讀時刻上，報半點仍有困難，但在時間量的覺知上，需給予參照點才能估計時間量。因此，在教學上，時間概念教學需宜從生活的事件中，讓幼兒在不同情境脈絡中體驗時間的順序、時間規律、時間量的長短，再教幼兒報讀時刻，以幫助幼兒發展時間概念。

Temporal concepts are the most important way for young children to learn but the previous research focused only on the development of these concepts. However， concerning about teaching temporally was less. So， the goal of this research is to study how to help preschoolers through a teaching project to develop their temporal concepts. The paper was based on the theories of theme-integrated to develop a teaching model to help children learn temporal concepts， and design activities for children who could conceive the concepts from their daily-life events as reference points and ways for reconstruct the past. The result revealed the performance assessment to understand the young child’s temporal concept study and effectiveness of the teaching project. This research did experimental technique designs with a contrast group and an experimental group in two preschool classes to explore the teaching result， and also used observation and non-structure interviews to gather data. The result indicated the designed teaching project with a temporal concept was effective. The experimental group already had time sequence so they could develop duration and cyclical concept. As for half-hour readings， they were difficult for young children. However they needed a reference point to estimate time quantity. Hence， from children’s life events， instruction should give children the experience of temporal concepts. It begins with time sequence， then time patterns and time quantity， and finally teaching reading in half an hour.