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研究生:巫沛臻
研究生(外文):Pei-Zhen Wu
論文名稱:不同色彩環境對幼兒注意力影響之研究
論文名稱(外文):Influences of Different Color Environments on Preschool Children’s Attention
指導教授:歐聖榮歐聖榮引用關係
指導教授(外文):Sheng-Jung Ou
口試委員:林晏州侯錦雄張俊彥林建堯
口試委員(外文):Yann-Jou LinJin-Shoung HouChun-Yen ChangChien-Yao Lin
口試日期:2016-06-14
學位類別:碩士
校院名稱:國立中興大學
系所名稱:園藝學系所
學門:農業科學學門
學類:園藝學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:86
中文關鍵詞:色彩幼兒注意力
外文關鍵詞:ColorChildrenAttention
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幼兒園是幼兒離開家庭踏入社會的第一個環境,且幼兒每週平均花40至50個小時在園所生活,而教室是影響學習成效最深的空間,因此如何運用色彩環境設計,提升教學活動、促進學習成效及符合幼兒發展需求,是值得關注的議題。注意力為影響幼兒學習的主要因素之一,隨著幼兒的注意力發展,在過程中除了會受到先天基因的調控外,後天的環境、教育以及文化也是影響其發展的因素。所以在幼兒成長過程中,創造出友善的學習環境,是對幼兒未來長遠發展的重要關鍵。
本研究以探討幼兒在不同色彩環境(紅、綠、藍)與不同個人屬性(注意力分組)之注意力成效差異性,以及探討幼兒在不同色彩環境之主觀感受。研究採質、量混合設計取向。量化方面將幼兒的注意力成效分為六種行為進行觀察,質化方面則是採用半結構訪談的方式,並以台中市南區兩所幼兒園五歲幼兒為受測對象,共獲39位有效樣本。
量化研究結果顯示,幼兒在綠色與藍色的色彩環境中,較有助於幼兒注意力的提升,其中又以綠色的色彩環境較為穩定;反之幼兒在紅色的色彩環境中,課堂行為較為活躍。對於不同注意力程度的幼兒,在不同色彩環境中的課堂行為有所差異,且注意力低的幼兒對於學習環境較為敏感。另一方面,質性研究結果顯示,受測幼兒對實驗中的紅、綠、藍三種色彩認知已正確。當變換不同色彩環境時,大部分的幼兒內心感受皆是開心的,開心程度依序為紅色最高,藍色次之,綠色最低。而在幼兒色彩偏好中,偏好程度依序為藍色最高,紅色次之,綠色一樣最低。關於幼兒色彩聯想方面,聯想到的結果與幼兒生活環境、生活用品及節慶活動息息相關。因此,在設計幼兒學習環境時,先了解幼兒的個人屬性與色彩偏好,可更吸引幼兒課堂的注意力,並提升幼兒的學習成效。

Preschool is the first environment when children leave home and step into the community. Every child averagely spends about 40 to 50 hours in the preschool every week. The classroom environment impacts children’s learning achievement. It is the issue worth to concern that which kinds of color environments at preschool should provide to children, and how to use its environmental design to benefit the teaching process and promote the learning effectiveness to meet children’s developing needs. By attention is one of the reasons that influence children’s learning, and as the develop of children’s attention, it would be affected by the inherent genes in the process, but acquired the learning environment, education and culture are also the factors that impact its development. It is important to create a friendly learning environment in children development.
The purpose of this study is to explore differences of children’s attention effectiveness in different color (i.e., red, green, blue) environment and different personal attribute (i.e., attention groups), and to understand that children subjective feeling in the different color environment. The mixed method of qualitative and quantitative approach was applied to this study. At quantitative stage, the children’s attentive was categorized into 6 levels. At qualitative stage, it was used semi-structured interview. The experiments were conducted on two preschools in Taichung, the sample as obtained 39 5-year-old children valid samples were obtained.
The result of quantization research shows that, children promoted their attention in the green and blue environment. Among theese different color environments, the green color environment is especially stable. On the contrary, the red color environment made children’s behavior more active. As the degree of attention is different, children’s behaviors in class had vary with the environment they stay in. And those who have low attention would be more sensitive and changeable. The result of quantitative research indicated that those children’s cognition toward the three colors (i.e., red, green and blue) in experiment is correct. When changing different colors environment, most of the children feel sincerely glad. And red is ranked the highest, blue is the second, and green is the last. However, about children''s color preference, blue is ranked the highest, red is the second, and green is still the last. On the aspect of color association, the results that children come up with are usually related to the living environment, daily necessaries, and festivals. The result of qualitative research shows, those children who were tested were average five years old, and their recognition toward the three colors (red, green and blue) in experiment is correct. When changing different colors environment, most of the children feel sincerely glad. And red is ranked the highest, blue is the second, and green is the last. However, about children''s color preference, blue is ranked the highest, red is the second, and green is still the last. On the aspect of color imagination, the results that children come up with are usually related to the living environment, daily necessaries, and festivals.

摘要 i
Abstract ii
圖目錄 v
表目錄 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 名詞解釋 3
第四節 研究限制 4
第五節 研究貢獻 5
第六節 研究流程 6
第二章 文獻回顧 8
第一節 幼兒園環境的重要性與規劃原則 8
第二節 色彩相關理論與研究 14
第三節 注意力相關理論與研究 23
第三章 研究方法 30
第一節 研究假設與架構 30
第二節 研究對象 32
第三節 研究場域 32
第四節 研究工具 35
第五節 實施流程 39
第六節 資料處理方式 41
第四章 結果分析與討論 43
第一節 受測者基本資料 43
第二節 不同色彩環境對幼兒注意力成效的影響 44
第三節 受測者訪談資料分析 56
第四節 綜合討論 62
第五章 研究結論與建議 66
第一節 研究結論 66
第二節 未來幼兒園設計建議 68
第三節 後續研究建議 69
參考文獻 70
附錄一 注意力成效觀察記錄表 84
附錄二 受試者師長同意書 85
附錄三 受試者家長同意書 86

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