探究教學與幼兒數概念學習

Inquiry Teaching and Young Children’s Numerical Concept Learning

根據許多研究指出，探究數學強調以孩子「自主與操作」為中心，重視幼兒自己發現問題、解決問題的歷程，最能在自然情境中看到孩子的數學見解、為孩子高層次的數學概念發展路徑搭橋。本文旨在探討探究教學之理論基礎與幼兒數概念的教學內容，並透過幼兒數概念的相關研究的評析，期能提供幼兒數學教育研究者相關研究方向之建議，更能做為實務現場的幼教師規劃與實施數概念課程與教學的參考依據。

Previous studies reveal that mathematical inquiry teaching emphasizes a student-centered approach of “independence/autonomy and operation”. It is essential that young children are capable of exploring the problem(s) by themselves and, then, solve the problem(s) through their own efforts during the whole learning process. In terms of the inquiry teaching process, teachers are also able to witness young children’s mathematical opinions or understandings in a realistic situation, which is helpful for them in developing higher levels of mathematical concepts. The main purpose of this article focuses on exploring the theoretical foundation of inquiry and discussing the instructional content of young children’s numerical concepts, as well as analyzing related researches of young children’s numerical concepts. Based on the analyses and discussions, this article provides valuable suggestions and concrete directions for early childhood researchers and educators to refine their research focus and implement their teaching of numerical concepts in practical settings.