幼兒「重量概念」多元智能取向科學學習系統之建構   全文下載 更多文章

The Construction of a Multiple-Intelligence-Oriented Science Learning System for Teaching Young Children the Concept of Weight

為提昇概念系的有效發展，本研究嘗試以重量概念為主題，分析其發展脈絡，並融合多元智能理念，建構幼兒科學學習系統。該統在學習活動方面設計「探索(Knower)→器械建構(Doer)→問題解決(Dreamer)」三叢集活動，強調學習情境與學習引導的鷹架構性；在評量活動方面則設計「科學能力－智能傾向－工作風格」三向度評估，著重歷程檔案的建構與多層次分析。經科學教育、認並有高度的「向度完整性」、「知符合度」、「思考挑戰性」、「型式創意性」、「鷹架流暢性」及「情境合宜性」；其可深化概念認知、提昇過程技能、促進學習動機並能及早窺探智能傾向，兼具適切性與效益性。

This aim of this project was to construct a multiple-intelligence-oriented preschool science learning and assessment system for teaching young children the concept of weight. Children’s learning activities were designed within the framework of Knower (exploration)， doer (technological construction)， and Dreamer (problem solving0， highlighting the scaffolding function in the learning situation. Assessment was three-dimensional: the scientific ability， intelligence and working style of young children were evaluated; there were construction and multiple analyses of students’ portfolios. This learning and assessment system was evaluated by experts from the fields of scientific education， cognitive psychology， education assessment and early childhood psychology， and found to be appropriate and effective. It cam be an effective means for enhancing young children’s conceptualization ability， procedural skills and learning motivation， and also facilitate the testing of children’s intelligence potential as early as possible.