An Action Research on Achievement of Preschool Children\'s Numeral Concepts by Board Games

• Main Authors: Lee, Yu-Chen, 李育真
• Other Authors: Chang, Cheng-Chieh
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/7ut325

碩士 === 國立臺灣海洋大學 === 教育研究所 === 107 === The main purpose of this study is to explore the influence of the teaching methods of teachers' planning board games on the numeral concept learning of preschool children. And learn to grow with a professional teacher. This study was conducted using the action research method. The subjects were kindergartens in a national elementary school in Taipei City. The children in the class were between four and six years old, and a total of 30 people were studied. The study was conducted for more than four months. Teaching tools include commercially available board games and created board games, which allow preschool children to learn the concept of numbers. The assessment tools include quantitative data on the " Test of Children Mathematics Achievement " and " Mathematics Cognitive Diagnostic Assessment for kindergarten children " to assess the effectiveness of the concept of learning for children. Data collection methods include observation, classroom recording, student work, teaching notes, and teaching team discussions. The research results are as follows: 1. Conducting systematic concept teaching with inquiry teaching method and board games as learning the medium. Confirm that the board game can meet the development of the concept of children's learning before teaching. In the process of teaching, inquiry teaching is used to train children's cooperative learning, and interpersonal interaction and language expression are increased. The combination of board games and learning centers allows young children to take the initiative and learn many times. 2. Board games can effectively improve the numeral concept learning the effect of children aged 4 to 6 years old. Preschool children who are pre-tested for upper-middle-level performance can effectively improve 1-2 levels through systematic concept learning. Some preschool children with moderate performance have limited progress. It has also been found that it is more difficult for preschool children to understand the synthesis and decomposition of decimals and decimals, and even affect the conceptual learning of simple calculations. 3. The learning situation of children's concept of board games in the research process is as follows: In the early days, a few children liked board games, and most children lacked interest in board games because they did not understand the rules and concepts. In the medium term, most children can understand the concept and rules of board games, but they started to argue win or lose, and they did not cooperate in group learning. In the later period, most children enjoy playing board games and are willing to teach others to learn board games, but 1-2 children are not helpless in the concept of board games. The possible strategies are as follows: adjust the teaching mode, increase the opportunities for preschool children to explore board games, enhance the teaching skills of teachers, and guide the interpersonal interaction with stories, film observations, sharing discussions and even giving children's tasks that are often frustrated in learning and encouraging them. 4. The numeral concepts of board games have the following five points for the growth and harvest of the learners — first, the choice and use of numeral concept board games. Second, numeral concept board games combined with the planning of thematic activities. Third, recognize the importance of group discussion skills for guiding preschool children. Fourth, observe the learning reflections of preschool children, discover teaching problems, and try to find solutions to them. Fifth, collaborative teaching is also a mirror to help self-teaching grow. To study the effectiveness of the learning numeral concepts of board games on the number of preschool children. The results of this study can provide a reference for other teachers, researchers, and related educational units to do conceptually related teaching or board games related to teaching. Keywords: Board game, Numeral concept, Preschool children, Achievement, Action research, Inquiry method