从认知发展观点探讨幼儿教具设计原则之研究A-SanFeng教学网.PDFVIP

從認知發展觀點探討幼兒教具設計原則之研究 27-36 從認知發展觀點探討幼兒教具設計原則之研究 A Study on the Principles of Designing Teaching Aids for Young Children from the Perspective of Cognitive Development 郭春在* 卓素慧** Chuen-Tzay Kuo* Su-Hui Cho** *南華大學幼兒教育系 助理教授 **南華大學幼兒教育系 學生 摘 要 本研究旨在從認知發展觀點探討幼兒教具設計之原則，採用訪談研究法。訪談嘉義縣十二個鄉鎮暨 嘉義市區內合法立案公、私立幼稚園與托兒所之幼教機構園所長、主管。經歸納研究結論為：1 、設計符 合幼兒認知發展之教具的要素有：（1）安全性（2 ）多功能性（3 ）易操作（4 ）符合身心發展年齡（5 ） 切合教學目標（6 ）興趣性；2 、教具的材質與安全之關係密切，教具的材質宜挑選：紙類、布類、環保 可再製、耐壓的材質。3 、教具設計在構造上應掌握：可摺疊、可拆卸、多功能、易操作的方向。 關鍵字: 幼兒、教具 Abstract The purpose of this study was to explore the principles of designing teaching aids for young children from the perspective of cognitive development. Using interview methods, the researchers interviewed early childhood directors in public and private kindergartens/preschools in 12 villages and towns in Chiayi County. The study concluded: First, the elements of designing teaching aids to meet childrens cognitive development are (1) safety; (2)multiple functions;(3) manipulation with easiness; (4) to meet the physical and mental development of children’s age; (5) to meet the goal of teaching; (6) interest. Second, in order to keep the relationship between safety and materials of teaching aids closely, it is recommended to select the materials in: paper; cloth, recycling, can withstand the pressure of the material. Third, it is recommended to design teaching aids as ： demountable, removable, multi-functional and easily manipulative. Keywords ：Young Children, Teaching Aids 27 應用藝術與設計學報第三期 一、 研究背景與動機 兒童是國家未來的主人翁，然而造就