臺灣博碩士論文加值系統

本研究使用濃度之比例大小判斷作業來測量兒童對於比例概念的瞭解。所有實驗包含第一階段的連續量與不連續量刺激型態之比例大小判斷作業，在呈現刺激後詢問兒童哪一邊比較甜的判斷大小作業，以及第二階段的三項基礎認知能力測驗：數數廣度測驗、數數能力測驗和分數表徵能力測驗，並進行之間的相關性瞭解。實驗一6歲組和8歲組受試者「跨越一半」題目類型之正確率顯著高於「非跨越一半」題目類型之正確率，但連續量與不連續量刺激型態所得到的正確率並無顯著差異。實驗二5歲組受試者「跨越一半」題目類型之正確率顯著高於「非跨越一半」題目類型之正確率，但同樣亦無顯示連續量刺激型態之正確率顯著高於不連續量刺激型態之正確率。然而實驗一與實驗二結果顯示比例大小判斷作業之正確率與比例項目的比值相關達到顯著。此外，實驗一、實驗二之結果也顯示： 5歲、6歲和8歲各個年齡層約有三分之一的兒童在做比例大小判斷作業時採用絕對數量策略或數數的策略解決比例問題，單純在指導語提醒受試者要同時去注意蜂蜜和水兩個部分可能還是不足以提取受試者既有之相關知識概念。實驗三在指導語部分強調三個標籤與三種比較大小的情況之區別，並操弄跨越一半題目類型與非跨越一半題目類型之比例項目的比值，結果顯示：跨越一半題目類型之正確率與兩邊濃度的接近程度沒有顯著的關連，但非跨越一半題目類型之正確率與兩邊濃度的接近程度則有顯著的關連，亦即當兩邊濃度越接近反應正確率越低。

目次
緒論………………………………………………………………………… 1
研究目的……………………………………………………………17
實驗一………………………………………………………………………22
方法…………………………………………………………………………22
結果…………………………………………………………………………32
討論…………………………………………………………………………45
實驗二………………………………………………………………………48
方法…………………………………………………………………………48
結果…………………………………………………………………………48
討論…………………………………………………………………………56
實驗三………………………………………………………………………61
方法…………………………………………………………………………61
結果…………………………………………………………………………63
討論…………………………………………………………………………70
綜合討論……………………………………………………………………73
參考文獻……………………………………………………………………81

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