| 摘要: | 本研究為協助幼兒園中班（4-5歲）幼兒對七巧板建構圖像的認知能力，選擇幾何圖形的工具—七巧板來測試對形狀認知、造形組合、圖樣意象組拼能力，了解幼兒在教學習前及教學示範後的差異情形。本研究以嘉義縣某國小附設幼稚園及嘉義市某托兒所4足歲至5足歲中班共37位學童為研究對象。研究的方式是進行幼兒在操作前、後對七巧板的建構圖像認知能力、組合能力、圖樣的意象組拼的能力。在特定時間內達成的拼塊數量、相似度來做評量標準，做為分析的依據。研究結果顯示，中班幼兒對七巧板的形狀認知，因年齡不同展現出對七巧板圖形認知，發現三角形的認知準確度為100％、正方形為97％、菱形僅達43％；幼兒對圖像認知在觀念上，不了解兩個△形（三角形）可建構成一個菱形。但經過示範教學後在提昇幼兒造形組合能力及圖像概念上皆有顯著差異，在操作時間上表現亦有顯著進步。而幼兒對圖樣的意象組拼能力差異分析，家長的教育程度是會影響幼兒學習；圖樣的意象組拼能力，經過示範教學後學習成果皆有顯著進步。在時間差異上也有進步及縮短的情形。幾何造形圖像辨識成效優劣的能力，在公私立幼兒園教學資源上呈現不同的情況。另外私立幼兒園為突顯園所特色及辦學績效，在課程設計及人文藝術教育上，特別加強外聘老師的素養及專業性，課餘時專任老師也會做複習的教學，足見幼兒園教育並未能正常化的現象。關
The research aims to assist the children’s cognition of the middle class students in kindergarten (4-5 years old) to construct pictures with seven-piece puzzle. The seven-piece puzzle, which consists of geometry shapes, is the tool to access the students’ shape cognition, the combining ability of picturesque images and to analyze the difference between pre-teaching and post-teaching. The subjects, aged from 4 to 5 years old, are 37 kindergarten students including Kindergarten in Xin-Pi Primary School in Chiayi County and Chong-Guan Kindergarten in Chiayi City. To collect data, including children’s cognition of applying and combining ability toward picturesque images, is the experimental method. Also, the points to complete seven-piece puzzle during limited time and the completed shape similarity are the analytical data between pre-test and post-test. The result shows, the students in middle class have an apparent performance difference toward the cognition of seven-piece puzzle due to different age. From the cognitive diagram, it shows the accuracy of triangle is 100%, the square is 97% but the diamond is only 43%. In children’s concepts of shape, they don’t know two triangles can be a diamond. After teaching, children have an obvious performance difference in their shape combination performance, image concept and progressive speed. In the analysis of image puzzling ability, the parent’s educational background encompasses a positive influence on children, and students can have a progress in image puzzle ability after teaching. There is a significant phenomenon between public and private school in the resources, especially in the development of geometry shape ability. In order to upgrade the feature and accomplishment, the teachers in the private kindergarten quality are enhanced to be profession in course designation as well as human and art domain. Also, after class, teachers review the course. Therefore, the education in the kindergarten hasn’t been normalized so far. |
