樣式結構與回饋對幼兒發現重複樣式的影響

吳昭容; 嚴雅筑

doi:10.6173/CJSE.2008.1603.04

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P303 - 324

社会科学 > 教育学

DOI： 10.6173/CJSE

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样式结构与回馈对幼儿发现重复样式的影响

The Effects of Pattern Structure and Feedback on Repeating Pattern Finding in Kindergarten Students

吴昭容(Choa-Jung Wu) ；严雅筑(Ya-Chu Yen)

科学教育学刊； 16 卷 3 期 (2008 / 06 / 01) ， P303 - 324

繁体中文 DOI： 10.6173/CJSE.2008.1603.04

重复样式；复杂度；单位化；群组；回馈； Feedback ； Complexity ； Repeating pattern ； Unitization ； Grouping

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摘要 │ 参考文献 (35) │ 被引用文献 (3) │ 国际计量

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This research is aimed to analyze the influence of both structural factors and age on the kindergarten students' finding of repeating patterns and the variance of such influences in terms of immediate feedback. The repeating pattern is a series of repeat occurrences of specific parameters such as ”Red-Blue-Red-Blue” beads, four seasons, high and low tide, patterns on clothes, dancing and music. The repeat patterns finding is the perception and confirmation of repeat orders. The structural factors of both unit-length and complexity have been maneuvered in the experiment, the former included 4-and-6-unit and the later have been classified as ”repeat and adjacent”, ”repeat and NOT adjacent” and ”NO repetition” according to complexity. The objectives of this research have been grouped as 4.5-and-5.5 year-olds and the total number of students was 20 per group and 40 overall. The result of accuracy analysis indicated that the performance of the two groups was almost identical and the influence of unit-length on accuracy rate was not clear, whereas the complexity of attern had the greatest influence on the performance of these children. The accuracy rate of ”repeat and NOT adjacent” was much lower than the other two types. Since the sequence of repeating element of ”abac” is unstable, the uniting ability is most needed for child to discover such repeat patterns. With the type of ”repeat and adjacent” represented as the law of similarity, while the repetition of ”aa” is simpler to identified within ”aabc”, they must be treated as individual element in the process of answering. The child’s ability to perceive was continuously examined through the two processes. The ”NO repetition” type is consequently the simplest type with pure elements. The accuracy rate over the performance of perception in the group of 4.5- year-old-child will be upgraded with the intervention of feedback, but it's not as good as the upgrading in 5.5s. The influence of feedback on different levels of complexity have indicated the following: the ”NO repetition” type have been upgraded to full accuracy, the ”repeat and NOT adjacent” type have shown greatest upgrading in accuracy and the accuracy rate was almost identical with ”NO repetition” type after modification, and while the average accuracy rate of ”repeat and NOT adjacent” type haas also been also upgraded after feedback. The range of upgrading was comparatively small within three types. Although the rhythm method may be regarded as an alternative strategy for children to discover patterns through observation, it can not be seen as a measurable unit of perception. Finally, the researchers analyzed the participant's history for answering empirical questions and provided frequent suggestions for research related to curriculum studies for kindergarten students.

参考文献 ( 35 ) 〈TOP〉

Copley, J. V.、何雪芳、陈彦文译(2003)。幼儿数学教材教法。台北:华腾。
Cowan, N.(2000).The magical number 4 in short-term memory: A reconsideration of mental storage capacity.Behavioral and Brain Science,24,87-185.
Druyan, S.(2001).A comparison of four types of cognitive conflict and their effect on cognitive development.International Journal of Behavioral Development,25(3),226-236.
English, L. D.,Warren, E. A.(1998).Introducing the variable through pattern exploration.The Mathematics Teacher,91(2),166-171.
Garrick, R.,Threlfall, J.,Orton, A.(Ed.)(1999).Pattern in the teaching and learning of mathematics.London:Cassell.

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