幼童重複樣式教學之探索性研究

Exploratory Study of Instruction of Repeating Patterns for Young Children

本研究為提升幼童樣式推理能力設計樣式教學模式，從尋找樣式、辨識樣式單位、標示單位、延伸單位、臆測單位到驗證樣式，教導幼童會複雜重複樣式推理。本研究採探索性研究，以南部一所大學附設幼兒園兩班大班實施樣式推理教學，每班各三十名，平均年齡約6歲。其中一班實施樣式教學模式為實驗組；另一班維持原來樣式教學方式即為控制組。為瞭解樣式教學模式的成效，教學前後兩組接受樣式作業評量。資料蒐集包括觀察、攝影教師樣式教學，以及對研究對象訪談，之後進行量化分析與質性分析，以瞭解樣式教學成效及教師如何進行樣式教學。研究結果發現兩組經教學後，後測成績皆有提升，且實驗組的後測成績顯著優於控制組。顯然，樣式教學模式介入明顯提升幼童的推理能力。另一方面，教師在教導幼童樣式推理時會循序漸進以故事、遊戲引導幼童，再透過操作增進幼童的樣式概念。實驗組進行複雜重複樣式教學時，分解複雜重複樣式結構為簡單重複樣式，幫助幼童掌握核心單位及延伸樣式，擴展幼童複雜重複樣式推理能力。

This study experimentally explored the effectiveness of a designed teaching model for promoting young children’s pattern reasoning. The model of teaching sequences included exploring patterns, identifying the unit of repeated patterns, labeling the unit ofrepeated patterns, extending pattern units, predicting pattern units, and proving the patterns. Two groups were involved in the pattern-reasoning experiment: an experimental group, which adapted the pattern-teaching model, and the control group, which used the original teaching methods. Sixty subjects with a mean age of 6 years were recruited from two classes of a private kindergarten. They were subject to pattern-task testing before and after teaching. Observations for data collection involved taking pictures, recording videos, and interviewing participants after teaching. The experimental group outperformed the control group in the pattern-reasoning task. Evidently, implementing pattern instruction was effective for promoting pattern reasoning among youngchildren. Additionally, during pattern instruction, the teacher taught using storytelling and gamesand then provided hands-on materials to strengthen pattern cognition. During the pattern-teaching process, the teacher deconstructed a complex pattern concept into a simple pattern, prompted recognition of the core unit of the pattern, and extended the pattern that facilitated children’s competence in reasoning.