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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 余家斌 | zh_TW |
dc.contributor.advisor | Chia-Pin YU | en |
dc.contributor.author | 郭于菁 | zh_TW |
dc.contributor.author | Yu-Ching Kuo | en |
dc.date.accessioned | 2023-01-10T17:04:26Z | - |
dc.date.available | 2023-01-10T17:04:26Z | - |
dc.date.copyright | 2023-01-07 | - |
dc.date.issued | 2022 | - |
dc.date.submitted | 2002-01-01 | - |
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dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/83164 | - |
dc.description.abstract | 許多研究證實自然對人的正向效益,並將自然場域延伸至校園,提出校園綠化重要性,更肯定親近自然對幼兒發展的益處。而幼兒發展面向多元,其中社會情緒發展對幼兒身心健康與學習更具有長遠的影響力。在關注自然與幼兒社會情緒的同時,令研究者想進一步探究這兩者之間的連結性,促成本研究的研究動機。 本研究透過ASQ:SE-2問卷、觀察紀錄、分析檔案資料等方式,探究運用校園自然體驗活動促進幼兒社會情緒發展,同時規劃適合幼兒參與的校園自然體驗活動內容,及分析幼兒在參與前後以圖畫方式,呈現對自然概念的理解。研究時程為3個月,以研究者任教班級3位幼兒為主要研究參與者,在進行自然體驗活動的過程中,以參與式觀察法,記錄幼兒參與活動時反應與對話討論。自然體驗活動參考Joseph Cornell等人的設計理念,配合實際校園自然環境及幼兒年齡,規劃12次校園自然體驗活動。 根據家長和教師填寫的問卷及分析幼兒觀察紀錄及圖像表現,均呈現一致的研究結果,顯示幼兒參與校園自然體驗活動能促進社會情緒發展。包括提升幼兒學習事物的自主性及堅持度,培養觀察力,增加自信與正向情緒,促進良好的社交互動關係。整體而言,對社會溝通、互動及情感行為面向皆有所改善。另外,歸納幼兒對自然理解的狀況,元素包括植物、動物、地點、非生物等。幼兒多認為樹是自然的一部分,容易聯想到的自然地點為草地。經歷自然體驗活動後,幼兒的自然圖像更加具體且更貼近真實自然環境,且皆將自己或同儕畫入其中,認為人物也是自然的一部分。 基於本研究結果,除了提供符合幼兒參與的自然體驗活動相關建議,並有助幼兒教育工作者及家長,認識幼兒親近自然的重要性與正向效益,以及可藉由親近自然的方式,做為改善幼兒正向社會情緒行為的引導策略。 | zh_TW |
dc.description.abstract | The benefits of nature for people were confirmed by many researchers. Campus is now seen as part of the natural environment, and campus greening was emphasized. Getting close to nature benefits preschoolers’ development. Of different development domains, preschoolers’ social and emotional development has a great influence on their health and learning. While focusing on nature and preschoolers’ social and emotional development, the researcher explored the connection between them. The study aimed to use the campus nature activities to promote preschoolers’ social emotional development and their concept of nature. Data were collected through the ASQ:SE-2 questionnaire, observation, and documents. The research duration was 3 months. The researcher is a preschool teacher and three preschoolers in the researcher’s class were participated in the study. Based on Joseph Cornell’s idea, as well as the campus natural environment and preschoolers’ age, 12 nature activities were designed for the study. In the natural activities, the preschoolers’ reactions and discussions were recorded. The result showed that the nature activities promoted the preschoolers’ social and emotional development, including their self-directed learning motivation, persistence, observation, confidence, positive emotions and interpersonal relations. On the whole, preschoolers’ affection, social communication and interpersonal interaction were promoted through the natural activities. In addition, the nature activities enhanced the preschoolers’ understanding of nature, such as plants, animals, natural locations, and abiotic. In the preschoolers’ thought, trees are part of nature, and the grass is a natural location. After participating in the natural activities, preschoolers’ representation of natural images became more specific and authentic. Besides, they drew people, representing themselves or peers, as part of nature. Based on the results, the researcher provides suggestions on nature activities for preschoolers. It helps early childhood educators and parents to understand the importance and positive benefits for preschoolers with nature. Getting close to nature is a good idea for promoting preschoolers’ social and emotional development. | en |
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dc.description.tableofcontents | 目 錄 口試委員會審定書 ………………………………………………………… i 謝誌 ……………………………………………………………………………… ii 中文摘要 ………………………………………………………………………… iii 英文摘要 ………………………………………………………………………… iv 目錄 ……………………………………………………………………………… v 圖目錄 …………………………………………………………………………… vi 表目錄 …………………………………………………………………………… vii 第一章 緒論……………………………………………………………………… 1 第一節 研究背景與動機 ………………………………………………… 1 第二節 研究目的與研究問題 ………………………………………… 3 第三節 名詞釋義 …………………………………………………………… 4 第二章 文獻探討……………………………………………………………… 5 第一節 校園中的自然教育 ……………………………………………… 6 第二節 幼兒與自然的關係………………………………………………… 12 第三節 幼兒社會情緒及圖像發展…………………………………… 18 第四節 自然體驗活動……………………………………………………… 25 第三章 研究設計與實施 …………………………………………… 32 第一節 研究方法…………………………………………………………… 32 第二節 研究參與者………………………………………………………… 35 第三節 自然體驗活動與研究設計………………………………… 38 第四節 資料分析…………………………………………………………… 45 第五節 研究程序與內容…………………………………………………… 48 第六節 研究倫理…………………………………………………………… 52 第四章 研究結果與討論………………………………………………53 第一節 分析幼兒對自然概念理解的圖像表徵結果…………53 第二節 運用校園自然體驗活動促進幼兒社會情緒發展的成效……63 第三節 發展促進幼兒對社會情緒及自然概念的校園自然體驗活動與 教學策略……………………………………………………84 第五章 研究結論與建議…………………………………………………95 第一節 研究結論……………………………………………………………95 第二節 研究建議……………………………………………………………100 第三節 研究限制……………………………………………………………101 第四節 研究結果應用與貢獻………………………………………102 參考文獻 ………………………………………………………………………… 103 附錄 ……………………………………………………………………………… 109 | - |
dc.language.iso | zh-TW | - |
dc.title | 運用校園自然體驗活動促進幼兒社會情緒與自然概念發展之研究 | - |
dc.title.alternative | Applying Campus Nature Activities for Promoting Preschoolers’ Social Emotional Development and the Concept of Nature | - |
dc.type | Thesis | - |
dc.date.schoolyear | 110-2 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | 林宜靜, | zh_TW |
dc.contributor.oralexamcommittee | Chi-Chang LiuYu-Chi TsengYi-Ching Lin | en |
dc.subject.keyword | 自然體驗,自然體驗活動,校園,幼兒,社會情緒,自然概念, | zh_TW |
dc.subject.keyword | nature experience,nature activities,campus,preschooler,social-emotional,concept of nature, | en |
dc.relation.page | 165 | - |
dc.identifier.doi | 10.6342/NTU202203878 | - |
dc.rights.note | 同意授權(全球公開) | - |
dc.date.accepted | 2022-09-28 | - |
dc.contributor.author-college | 生物資源暨農學院 | - |
dc.contributor.author-dept | 森林環境暨資源學系 | - |
顯示於系所單位: | 森林環境暨資源學系 |
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U0001-2309202208134100.pdf | 10.15 MB | Adobe PDF | 檢視/開啟 |
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