题名

任務描述對幼兒目標設定管控之激發

并列篇名

Examining Effects of Task Descriptions as External EF for Young Children

作者

邱淑惠(Shu-Hui Chiu)

关键词

幼兒 ； 目標設定 ； 任務描述 ； 非結構性任務 ； 管控功能 ； children ； goal-setting ； task description ； ill-structured problem ； executive function

期刊名称

教育科學研究期刊

卷期/出版年月

57卷3期（2012 / 09 / 01）

页次

1 - 26

内容语文

繁體中文
中文摘要

本研究回顧與大腦前額葉相關的管控功能（Executive Function）發展後，結合與解決非結構性任務相關的研究和教學現場觀察，提出教育應用假說：任務描述是否能涵蓋相關領域知識的提示，可影響幼兒對非結構性任務的詮釋，進而影響目標設定管控功能的發揮。本研究以實驗的方式讓幼兒挑選與蝴蝶成長相關的照片進行敘事創作，實驗組接受較明確的任務描述，控制組接受較模糊的任務描述，觀察兩組幼兒目標設定管控功能的發揮有無顯著差異。本研究以幼兒的照片挑選、選圖理由、創作內容條理與創作主題評量幼兒的目標設定管控。由不同面向觀察到的結果都支持，實驗組接受有助相關領域知識提取的任務描述後，幼兒的創作行為比控制組更具方向性。最後，本研究提出教育應用建議。
英文摘要

This study reviewed the development of executive function during the preschool period and proposed an educational hypothesis: young children possess a relatively immature goal setting EF; therefore an explicit goal description may serve as an external EF for them. An experimental design was applied to examine the effects of task descriptions on children's story-authoring behaviors. Sixty kindergarteners aged 5.1 to 6.2 years participated in this study. Participants were randomly assigned to the experimental or the control group. Children in pairs were required to complete an ill-structured problem where children selected photos and recorded their narratives for each selected photo. As compared to the control group, the instructor gave a more explicit task description to the children in the experimental group. Children in the experimental group were asked to ”use these photos to show us how butterflies grow up.” Children in the control group were asked to ”use these photos to tell us about butterflies.” As expected, children in the experimental group were more concise in photo selection than children in the control group. The former also displayed greater logical order in arranging selected photos than the latter. Evidences derived from children's behaviors and reasoning were consistent. Children's narratives derived from the experimental group were also rated better in photo-story consistency and subject clarity than children's narratives derived from the control group. Findings suggest that a precise task description may facilitate young children's problem representation process; therefore, young children may have a clear goal in mind to guide them in completing tasks.
主题分类 社會科學 > 教育學
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被引用次数
  1. 簡馨瑩(2020)。「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究。教育科學研究期刊，65(4)，275-304。
  2. 賴世烱,蔡彥達,尤秀綾(2019)。學齡前兒童自律活動之養成研究。幼兒教育年刊，30，101-117。
  3. 邱淑惠、林儒曼、邱淑惠、林儒曼(2014)。由眼動探究學前幼兒類推時的認知困境。中華心理學刊，56(3)，277-290。
  4. (2023)。說謊與認知彈性：幼兒頭腦靈活有助說謊？。教育學報，51(2)，187-205。
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