| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 99 === This research aims to explore children’s acquisition of time concept through story-telling. Based on this, a case study was adopted and story-telling was carried out by means of story-reading, discussions on picture books, extended activities, and so on. By inspiring children’s ability to think with the problems close to daily life as well as collecting the information through observations of daily life, reflection notes, etc., the time concept acquisition of Xiao-pei (the researcher’s own third-to-fourth-grade daughter) could be examined and understood, which is to provide suggestions for parent-child co-learning and a reference for future researches.
The results reveal that (1) the story-telling activities enable Xiao-pei to understand the processes and intervals of events and to think into their cause and sequence; (2) by converting the specific contents in math readers into a storyline, which can lead Xiao-pei to learn and to utilize mathematics in daily life, an atmosphere teeming with laughter and joy to learn mathematics can be created; and (3) in the parent-child interactions, the value of story-telling is usually realized by both sides in a subtle way.
The research also uncovers that, learning mathematics through story-telling not merely prompts children’s motivation to learn and enhances their sense of accomplishment, but makes it possible for children to apply mathematic knowledge and techniques to solve the problems prone to occur in daily life. Hence, creating opportunities for children to experience in reality the chronological order of an incident assists in developing their ability to think logically and makes them aware of the close association between mathematics and daily life. Finally, several suggestions for parents and future researchers are offered on the basis of the results of this research.
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