學齡前兒童之森林意象－以中部地區兒童爲例

The Forest Image of Preschool Children-An Example of Central Area in Taiwan

10.30169/JRTR.201106.0004

童秋霞(Chiou-Shya Torng)；謝宜伶(Yi-Ling Hsieh)

學齡前兒童 ； 森林意象 ； 繪畫法 ； 訪談法 ； 集群分析 ； Preschool children ； Forest image ； Drawing ； Interview ； Cluster analysis

鄉村旅遊研究

5卷1期（2011 / 06 / 01）

53 - 74

繁體中文

學齡前幼兒教育被認爲是兒童發展中最具影響性的教育階段，其關係到兒童未來人格與智能的成長，國內外皆有相關研究證實多接觸自然環境對兒童發展具有正面的影響。在森林意象之相關研究較少以學齡前兒童爲探討對象，因而本研究以學齡前兒童爲對象，期望透過對其森林意象之瞭解，探討兒童對森林之認知與情感並找出其森林意象之差異性。本研究以四至七歲的學齡前兒童爲對象，採用立意抽樣方式選出中部地區公私立幼稚園共六所，正式受測時間爲96年3月27日至4月19日，共計八天；受測208位學齡前兒童，有效樣本爲181份。本研究採用繪畫法及訪談法蒐集資料，資料使用描述性統計、t檢定、卡方檢定、單因子變異數、因素分析與集群分析等分析方法。本研究之結果包括1.學齡前兒童之森林意象包含生物（動物、植物、人類）、非生物、環境因子、相互關係以及森林活動等，其森林意象可以區分成花草型、大樹型、動物型、人物型、青蛙與魚型五種類型，其中以人物型與花草型最多，大樹型爲最少。2.大部份學齡前兒童是喜愛森林的但是對森林之負面感覺卻高於正面感覺。3.不同性別兒童人物之數量、非生物認知及對森林之感覺具有顯著差異；不同年齡的學齡前兒童在植物認知具有顯著性；不同居住地之學齡前兒童對人物種類及數量、非生物種類、覓食關係種類及認知、對森林之感覺、對森林之喜好有顯著差異。

Preschool children education related the development of personality and intelligence is the most important in child development and it was positive for child development to get in touch with the nature. There was little to explore the object with preschool children on the forest image research, so it was explored the forest image including the cognition and feelings on forest of preschool children and the difference among children. The object of this research was 4-7 years old children and selected by purposive sampling from six kindergartens of central area in Taiwan. The time of investigation is from March 27, 2007 to April 19,2007 and the object was 208 preschool children and there was 181 effective samples. The data was collected by drawing and interviewing and analyzed by descriptive statistics, t-test, ANOVA, chi-square test, factor analysis and cluster analysis. The result was as follows: 1. The forest image of preschool children was included biology (animal, plane and people), no biology, environment, mutually relationship and activity and was divided into five groups including flower-glass, big tree, animal, people and frog-fish. The population of people and flower-glass group was most and the least of big tree. 2. Most children like forests but with the fear of forests. 3. There was significant difference among people amount, the cognition of non biology and the feelings on sex. There was significant difference between age and the cognition about plants. There was significant difference among people type and amount, the type of non biology, the type and cognition of food, the feelings and preference on inhabited area.

1. 黃耀榮、張怡君(2005)。兒童認知發展應用在兒童教育環境設計語言建構之探討。設計學報，10(4)，1-17。
   連結：
2. Bernaldez, F.G.,Gallardo, D.,Abello, R.P.(1987).Children's landscape preferences: From rejection to attraction.Journal of Environmental Psychology,7,169-176.
3. Bixler, R. D.,Carlisle, C. L.(1994).Observed fears and discomforts among urban students on field trips to wildland areas.Journal of Environmental Education,26(1),24-34.
4. Bullock, J.R.(1994).Helping children value and appreciate nature.Day care and early education,21(4),4-8.
5. Chen, S. H.,Ku, C. H.(1998).Aboriginal children's alternative conceptions of animals and animal classification.Proceedings of the National Science Council (Part D: Mathematics, Science, and Technology Education,8(2),55-67.
6. Chen, S. H.,Ku, C. H.(1997).A study of the concept "living organism" and living organism classification in aboriginal children.Proceedings of the National Science Council (Part D: Mathematics, Science, and Technology Education),7(2),96-109.
7. Chen, S. H.,Ku, C. H.(1999).Aboriginal children's conceptions and alternative conceptions of plants.Proceedings of the National Science Council (Part D: Mathematics, Science, and Technology Education,9(1),10-19.
8. Crain,W.(1997).How nature helps children develop.Montessori life,9(2),41-43.
9. Disinger, J. F.(1990).Environmental education for sustainable development.Journal of Environmental Education,21,3-6.
10. Dove, J. E.,Everett L. A.,Preece, P. F. W.(1999).Exploring a hydrological concept through children's drawings.International Journal of Science Education,21,485-497.
11. Hull, R.B.,Harvey, A.(1989).Explaining the emotion people experience in suburban parks.Environment and Behavior,21,323-345.
12. Karen, M.,Paul, T.(2003).Children's environmental learning and the use, Design and management of school grounds.Children, Youth and Environments,13(2)
13. Leeming, F. C.,Dwyer, W. O.,Bracken, B. A.(1995).Children's environmental attitude and knowledge scale: construction and validation.Journal of Environmental Education,26(3),22-31.
14. Liben, L. S.(1982).Spatial representation and behavior across the life span: Theory and application.New York:Academic Press.
15. Malone, K.(2003).Children's environmental learn and the use, design and management of school grounds.Children, Youth and Environments,13(2)
16. Piaget, J.,Inhelder, B.(1967).The child's conception of space.New York:Korton.
17. Strommen, E.(1995).Lions and tigers and bears, oh my! Children's conceptions of forests and their inhabitants.Journal of Research in Science Teaching,32(7),683-698.
18. Taylor, A. F.,Wiley, A.,Kuo, F. E.,Sullivan, W. C.(1998).Growing up in the inner city: Green spaces as places to grow.Environment and Behavior,30,3-27.
19. Trend, R.,Everett, L.,Dove, J.(2000).Interpreting primary children's representations of mountains and mountainous landscapes and environments.Research in Science & Technological Education,18(1),85-112.
20. Tunnicliffe, S. D.,Reiss, M. J.(1999).Building a model of the environment: how do children see animals.Journal of Biological Education,33(3),142-148.
21. Tunnicliffe, S. D.,Reiss, M. J.(2000).Building a model of the environment: how do children see plants?.Journal of Biological Education,34(4),172-177.
22. Wilson, R.A.(1995).Nature and young children: a natural connection.Young Children,50(6),4-11.
23. Zube, E. H.,Sell, J. L.,Taylor, J. G.(1982).Landscape perception: Research, application and theory.Landscape Planning,1-33.
24. 王傳書、張鈞成(1994)。林業哲學與森林美學。台北市:地景。
25. 王德春、戚永年(1993)。我國國民嚮往森林之意象調查與分析（一）。台灣林業，19(12)，2-10。
26. 任憶安(1992)。國人對森林認知程度之研究。林業試驗所研究報告季刊，7(2)，121-129。
27. 李宜憲、蕭傑仁、戚永年(2002)。大專院校學生對台灣森林保育及環境態度意向之探討。中華林學會91年度論文發表
28. 李素馨、解智鈞(2006)。達悟族兒童遊戲與環境認知之研究。第八屆休閒、由器、觀光學術研討會論文集─休閒遊憩行為研究篇
29. 林文鎮(1996)。綠文化大要。台北市:中華造林事業協會。
30. 林文鎮、林重佑(1999)。森林文化特論之二：森林遊樂的文化前景。現代育林，15(1)，27-32。
31. 侯錦雄、王秀如(1995)。景觀專業與非專業背景之大學生對二十種職務意象之研究。中國園藝，41(1)，30-40。
32. 洪俐玲(1999)。碩士論文(碩士論文)。花蓮，花蓮師範學院國小科學教育研究所。
33. 洪茂鳳、張俊彥(2002)。幼稚園教室綠化對學童注意力之影響。興大園藝，27(4)，77-86。
34. 胡寶林(1996)。托育機構空間設計之研究。台北市:內政部社會司。
35. 范瓊方(2002)。兒童繪畫心理分析與輔導：家庭動力繪畫的探討。台北市:心理出版社。
36. 高明瑞(1992)。高屏地區民眾對「森林、森林效益和森林目標」的主觀認知之實證研究。中山社會科學學報，7(1)，43-55。
37. 張子超主編(2001)。環境教育課程設計。台北市:師大書苑。
38. 張世杰(1999)。碩士論文(碩士論文)。台南，成功大學建築研究所。
39. 戚永年、鄭天爵、王德春(1993)。青少年學生對森林自然教育意象之研究。台灣林業，19(4)，12-17。
40. 莊志彥(1998)。碩士論文(碩士論文)。台中，台中師範學院國民教育研究所。
41. 陳李綢(1996)。認知發展與輔導。台北:心理。
42. 陳建和(2002)。觀光研究方法。台北:五南。
43. 陳昭明(1972)。台灣大、中、小學學生旅遊活動與森林遊樂。中華林學季刊，6(1)，47-68。
44. 陳郁卉(2001)。碩士論文(碩士論文)。台北，國立台灣大學森林學研究所。
45. 陳曉峰(2004)。碩士論文(碩士論文)。台北，台北師範學院視覺藝術研究所。
46. 傅秀媚(1998)。特殊兒童教教育診斷。台北市:五南。
47. 彭修艮、高玉(1995)。旅遊美學。台北:五南。
48. 馮鐘立、李寶珠(2004)。台南地區國民中小學學生對昆蟲的知識、態度及行為之研究。南大學報，31-54。
49. 黃俊英(2000)。多變量分析。台北:中國經濟企業研究所。
50. 楊榮啟、馮豐隆(1989)。台灣大學森林系研究報告台灣大學森林系研究報告,未出版
51. 廖淑媚、陳建志(2006)。台北市國小四年級學童接觸野外動物之研究。環境教育學刊，5，87-104。
52. 韓可宗(2001)。自然景觀對人們身心健康的益處。造園季刊，41，13-17。

1. 張美春(2019)。兒童對小心夾手安全標誌設計認知與創作之研究。國際數位媒體設計學刊，11(2)，47-58。