幼兒園數學概念教學之行動研究

• Main Author: 林素連
• Other Authors: 張玲芬
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/46544418000566943478

碩士 === 國立新竹教育大學 === 人資處幼稚園教師教學碩士班 === 101 === Abstract The purpose of this study is to explore early childhood teachers apply developmentally adequate curriculum and teaching materials of mathematic concepts to promote quality and competence of learning. Based on researcher’s interest, this action study focuses on two research questions, one is for early childhood teacher to develop adequate mathematic conceptual activities in the theme curriculum, the second is for early childhood teacher to direct a systematic and connected mathematic concept learning that is meaningful experience to children, and evaluation of effectiveness of mathematic concepts. Researcher is directly participant this study in her own classroom with another teacher. Study period is from 2011, September till 2012, January for whole semester curriculum, 2012, February to May is data analyzing and report writing period. The result shows 1. Mathematic conceptual activities for young children must be a meaningful explorative experience; 2. Some activities may connect five different mathematic concepts at the same learning experience; and 3.young children’s learning needs concentrated, self-motivated explorative practices. The implications of this study are 1.Any theme curriculum may involve mathematic conceptual activities; 2.Mathematic conceptual activities of young children can use group teaching method with differentiation instruction to assist children learn mathematic through play. Keywords: Mathematic concepts for young children, Professional development of early childhood teacher, Education of early childhood education.