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研究生:徐瑞璟
論文名稱:卓蘭實驗高中學生的空間認知―對學生的方向與距離判斷、找路策略及手繪地圖的分析
指導教授:羅啟宏羅啟宏引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:地理學系
學門:民生學門
學類:觀光休閒學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:115
中文關鍵詞:空間認知認知圖找路方向距離
外文關鍵詞:spatial cognitioncognitive mapswayfindingdirectiondistance
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空間認知的研究為行為地理學研究的一環,人們根據其對環境的認知行使空間行為。本研究嘗試由學生對日常生活空間的認知,來瞭解其空間認知能力,並探討影響空間認知能力的因子。研究對象為卓蘭實驗高中學生384名,研究地區為卓蘭鎮市區。本研究發現不同性別、年齡、熟悉度學生的方向得分有顯著差異。不同性別、年齡、熟悉度學生的距離判斷有顯著差異。在全體學生的距離差距的分析上,可以發現:通過市區中心附近的距離,容易被高估;其他高估距離的情形是包括路線本身很長,而評估的兩地點位於路線的頭尾兩端附近、路徑穿越主要道路,且通過較多個路口、以及最短路徑有轉彎者。而低估距離的情形,包括識覺上認為某一地點較近,及距離一端的地點位於市區的邊緣。不同性別、年齡、方向感學生的找路策略有顯著差異。在手繪地圖的個別變異部分,國中部學生的個別變異較大,然而高中部學生群體的認知圖是比較扭曲的。國中部與高中部學生群體的認知圖皆比現實環境縮小,認知圖逆時針方向旋轉,以更符合簡單的東西南北向(或稱水平及垂直軸向)來處理日常生活的空間訊息。
第一章 緒論…………………………………………………………1
第一節 研究動機與目的…………………………………………1
第二節 研究流程…………………………………………………4
第二章 理論與相關文獻探討………………………………………6
第一節 環境與空間認知相關理論………………………………6
第二節 認知圖的意義及特徵……………………………………18
第三節 認知圖相關研究…………………………………………25
第四節 影響空間環境認知的相關因子…………………………32
第三章 研究方法……………………………………………………37
第一節 研究假設、對象與研究範圍……………………………37
第二節 施測工具…………………………………………………40
第三節 分析方法…………………………………………………44
第四章 研究結果……………………………………………………46
第一節 學生的方向判斷及其影響因子分析……………………46
第二節 學生的距離判斷及其影響因子分析……………………56
第三節 學生找路策略的影響因子分析…………………………81
第四節 學生手繪地圖共同特徵的分析…………………………92
第五章 結論與建議…………………………………………………97
第一節 研究成果與發現…………………………………………97
第二節 結論與建議 ……………………………………………101
參考文獻……………………………………………………………103
附 錄……………………………………………………………109
附錄一……………………………………………………………109
附錄二……………………………………………………………110
附錄三……………………………………………………………113
附錄四……………………………………………………………114
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呂玉琪(1995)方向和距離與認知地圖的關係,中正大學心理系碩士論文。
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許育齡(1999)國小學童鄉土意識內涵以年齡及環境刺激因素之相關研究-以芝山岩地區學童為例,師大教育心理與輔導研究所碩士論文。
張文賢(2003)以認知圖探討中學生空間認知之差異,彰化師範大學地理系碩士論文。
張麗芬(1989)“兒童空間認知能力發展之研究”,國立政治大學教育與心理研究,12期,頁249-281。
蕭秀玲等譯(1991)環境心理學,台北,心理出版社,頁44-61。
歐陽鍾玲(1982)學童空間概念的發展,國立灣師範大學地理研究所碩士論文。
歐陽鍾玲(1987)“行為地理的內涵與發展”,師大地理研究報告,第13期,頁151-166。
蘇永生(1992)兒童的地圖認知及其教育之研究,文化大學地學研究所碩士論文。

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