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| 研究生： |
張麗芬 |
|---|---|
| 論文名稱： |
兒童空間認知能力發展之研究 |
| 指導教授： | 柯華葳 |
| 學位類別： |
碩士
Master |
| 系所名稱： |
教育學院 - 教育學系 Department of Education |
| 論文出版年： | 1988 |
| 畢業學年度： | 76 |
| 語文別： | 中文 |
| 相關次數： | 點閱：36 下載：0 |
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【論文提要內容】
有關個人在環境中的外在行動，是屬於空間行為的研究範圈，而空間行為是個人對於空間認知的外在表現。空間認知是指個人如何運用本身的機能認識環境中事物的現象、性質或關係，因此空間行為與空間認知是一體的兩面，兩者互為因果。空間認知中內容最複雜的就是空間表徵或心智圖。Siegel & Whlite(1975)提出大空間中空間表徵發展模式，他們認為空間表徵發展模式中有路標、路線及整體知識三要素，兒童對大環境空間表徵發展的順序為:認清路標、將路標連成路線，進而形成整體知識。也就是這種能力是依點-線-面的順序發展的。
本研究的目的有四: (一)了解國內兒童空間表徵能力發展的概況。(二)探討國內兒童在空間表徵發展的各要素上通過與未通過的情形。(三)探討空間表徵能力與國語、數學、自然、社會科及智育平均等學業成績的關係。(四)分析兒童空間表徵中常犯的錯誤類型，作為教育上的參考。
本研究抽取台北市木柵區力行國小一、三、五年級男女生共120名為對象，採3х2х2多因子設計，自變項為年級、性別、情境。實施時，帶領受試走過實驗情境模型，之後給予路標辨認、路標排列、路標間距離估計及排小模型測驗。所以本研究的依變項有路標辨認、路標排列、路標間距離估計及空間表徵(以小模型的整體知識分數代表)。所用的統計方法有:x^2考驗、Pearson積差相關及變異數分析。
本研究的重要發現如下:
(一)路標辨認方面，幾乎所有受試都能正確辨認出所見過的路標。
(二)在路標排列方面，排列路標成為路線的正確性隨年級的提高而增加，而且這種能力在男生的發展早於女生。
(三)在路標間距離估計方面，估計路標間相對距離的正確性隨年級而增加，且在三、五年級間有很大進步。
(四)在空間表徵方面，受試對實驗情境所形成的空間表徵的正確性隨年級而提高，而且在三、五年級間有很大進步。此外，男生的空間表徵也比女生正確。
(五)在空間表徵發展各要素上，各年級在路標辨認上幾乎都通過;在路標排列及路標間距離估計上，各年級通過與未通過人數有顯著差異。此外，在小模型的整體知識上，各年級在高中低三組中的人數也有顯著差異。這些結果都顯示，年級是決定受試在空間表徵發展各要素上通過與否的重要因素。
(六)空間表徵能力與各科學業成績及智育平均的相關幾乎為零。
(七)在錯誤類型方面，五年級已有幾近正確的模型，但一、三年級則大多數為全錯或只有路標次序正確的模型，因此空間表徵能力在三、五年級間有很大進步。
整體而言，本研究發現三、五年級間是表徵發展的關鍵時期。
本研究最後並提出對教育上及未來研究的建議。
目錄
第一章 緒論………1
第一節 研究動機與目的………1
第二節 研究限制………4
第三節 重要名詞詮釋………4
第二章 文獻探討………7
第一節 空間表徵的意義與性質………7
第二節 空間表徵的形態與內容………8
第三節 空間表徵的功用………11
第四節 空間表徵的測量方法………12
第五節 空間表徵的發展及有關研究………19
第三章 研究方法………39
第一節 研究假設………39
第二節 研究對象………40
第三節 實驗設計………40
第四節 研究材料………41
第五節 施測工具………43
第六節 實施過程………44
第七節 計分方法………48
第八節 資料處理………51
第四章 研究結果與討論………53
第一節 不同年級、性別、情境受試在各依變項上的差異………53
第二節 各年級在空間表徵發展各要素上通過人數的差異………68
第三節 空間表徵能力與學業成績的相關………73
第四節 錯誤類型分析………73
第五章 結論與建議………83
第一節 結論………83
第二節 建議………84
參考書目………87
附錄一 預試………99
圖表目錄
【表錄】
表3-1 各年級受試的人數、平均年齡及年齡範團表………40
表4-1 不同年級、性別、情境受試在路標辨認的變異數分析摘要表………54
表4-2 不同年級、性別、情境受試在路標排列的變異數分析摘要表………55
表4-3 不同年級、性別受試在路標排列之單純主要效果分析摘要表………55
表4-4 各年級通過與未通過路標排列的受試所使用的策略及人數………58
表4-5 各年級受試在路標排列上最常出現的錯誤類型………59
表4-6 不同年級、性別、情境受試在路標間距離估計的變異數分析摘要表………60
表4-7 各年跟在通過與未通過路標間距離估計受試所用的策略及人數………61
表4-8 不同年級、性別、情境受試在路標次序的變異數分析摘要表………63
表4-9 不同年級、性別、情境受試在路標間的距離的變異數分析摘要表………64
表4-10 不同年級、性別、情境受試在路標的左右的變異數分析摘要表………65
表4-11 不同年級、性別、情境受試在轉彎的變異數分析摘要表………66
表4-12 不同年級、性別、情境受試在整體知識(空間表徵)的變異數分析摘要表………67
表4-13 各年級受試在路標辨認、路標排列、路標間距離估計上通過與未通過人數的x^2考驗………69
表4-14 各年級受試在路標次序、路標的左右與轉彎上通過與未通過人數的x^2考驗………71
表4-15 不同年級受試在整體知識高中低分組人數的x^2考驗………72
表4-16 空間表徵能力與各科學業成績之相關係數表………73
表4-17 各年級受試在各種錯誤類型的人數分佈………74
【圖錄】
圖2-1 空間表徵的形態與內容………10
圖2-2 真正位置與受試所估計物體位置之距離等級比較………16
圖2-3 三角形法的圖示………17
圖2-4 投射集中技術的圖示………18
圖3-1 情境I與情境II的配置………42
圖3-2 左右手辨認時主試者與受試者位置………45
圖3-3 真實的與受試估計的路標間相對距離………49
圖4-1 年級、性別對路標排列的交互作用………56
圖4-2 樣本1………75
圖4-3 樣本2………75
圖4-4 樣本3………76
圖4-5 樣本4………76
圖4-6 樣本5………76
圖4-7 樣本6………77
圖4-8 樣本7………77
圖4-9 樣本8………77
圖4-10 樣本9………78
圖4-11 樣本10………78
圖4-12 樣本11………78
圖4-13 樣本12………78
圖4-14 樣本13………79
圖4-15 樣本14………79
圖4-16 樣本15………80
圖4-17 樣本16………81
圖4-18 樣本17………81
圖4-19 樣本18………81
圖4-20 樣本19………81
圖4-21 樣本20………82
參考書目
【一、中文部分】
宋伯欽譯(民七五)，都市意像，台北:台隆。
吳貞祥(民六七)，兒童數、量與空間概念的發展，台北:台北女師專。
陳淑玲(民七三)，兒童空間概念發展之研究，文化大學兒童福利研究所碩士論文。
楊淑慧(民七○)，「兒童的空間概念和地理教育」，國立台灣師範大學地理教育，第七期。
歐陽鍾玲(民七一)，學童空間概念的發展，師大地理研究所碩士論文。
歐陽鐘玲(1982)，「心智圖在地理學上的應用」，國立台灣師範大學地理教育，第八期。
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