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系統識別號 U0026-1208201312042000
論文名稱(中文) 投影機排列對兒童身體活動量之影響
論文名稱(英文) The Effect of Projector Arrangement on Children Physical Activity
校院名稱 成功大學
系所名稱(中) 工業設計學系碩博士班
系所名稱(英) Department of Industrial Design
學年度 101
學期 2
出版年 102
研究生(中文) 吳秀瓊鸞
研究生(英文) Ngo Tu Quynh Loan
學號 P36007033
學位類別 碩士
語文別 英文
論文頁數 71頁
口試委員 指導教授-吳豐光
口試委員-洪郁修
口試委員-謝志成
中文關鍵字 智能環境  體力活動  兒童  投影機  室內  室外 
英文關鍵字 Accessibility of Smart Environments  physical activities  children  projector  indoor  outdoor 
學科別分類
中文摘要 在幼稚園和小學教育中,孩子們邊玩邊學,被認定為有效且成功的教學實踐方法。許多“課堂教學研究”探討不同的教學風格對兒童的影響。幼稚園教育藉由結合室內與室外活動,以對孩子的生理、心理和社會層面進行全面性的培養。然而,存在一些外在環境的因素造成幼稚園教育實現其目的的限制。東南亞具有多雨和寒冷的季節,使得無法進行戶外活動。為能進行有效的室內幼稚園教學方案,室內教室空間與環境是增加體力活動,減少久坐時間的最重要因素。本研究並不試圖改善兒童的行為,而是探討教室裡的基礎設施的改變對孩子們的學習效果,尤其是教室內投影機的安排對幼稚園孩子們的身體活動的效果。
本項研究透過針對四個不同的環境:“室外環境”、“傳統室內環境”、“一台投影機的環境”和“兩台投影機的環境”,探討各環境對孩子通過體力活動來達成學習的效果。三角交叉檢視法的資料收集是透過問卷方式,調查新加坡和越南兒童與室內投影機的圖像互動所產生的體力活動。此項研究強調將體力活動從室外庭院、公園,轉移至具有投影機教室的重要性。研究結果指出藉由投影機圖像的幫助,兒童的生理發展與室內體力活動具有密切的關係。從而,將能於未來,推定出幼稚園的室內體育課程之設計。
英文摘要 In kindergarten and elementary education, effective teaching practices are determined to be successful when children are learning while playing. Many “classroom researches” have been conducted to learn about the effect of different teaching styles on children. As a combination of indoor and outdoor activities, the purpose of kindergarten education is to completely develop children in physical, psychological and social aspects. However, there are always some limitations from the surrounding environment that prevent kindergarten education from achieving its purpose. In Southeast Asia, there are seasons with extended rain and cold weather that prevent outdoor activities. In order to conduct an effective indoor kindergarten program, classroom space and the environment inside are the most important factors in such a way that physical activities should be increased with a decreasing of sedentary time. Instead of trying to improve children behavior, this study considers the effect of changing infrastructure inside the classroom on children’s learning through physical activities, in particular is the effect of projector arrangement inside classroom on kindergarten children’s physical activities.
This study is conducted in four different environments: “outdoor environment”, “tradition indoor”, “single projector environment,” and “two projector environment” with the aim to learn about the effect of each environment on children learning process through physical activities. Triangulation of data was achieved through the use of questionnaire, children’s activity log at Singapore and Vietnam, and physical activities from interacting with projector’s images inside classroom. This study emphasizes the importance of the characteristics of a place that encourages physical activities from outdoor yards, parks to indoor classrooms with the support of projectors’ images. The results point to a confident relationship between children’s physical development and in-class physical activities through interacting with projectors’ images. From there, an insight in designing physical education program for kindergarten will be concluded in the future.
論文目次 ABSTRACT II
摘要 IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES IX
LIST OF FIGURES X
CHAPTER ONE INTRODUCTION 1
1.1 Motivation 1
1.2 The Power of Physical Activity 2
1.3 Research Flow Chart 4
CHAPTER TWO LITERATURE REVIEW 7
2.1 Object of Study: 7
2.2 The Environment for Child Development 8
2.2.1 Research on “Cognition” to apply in to education environment 8
2.2.2 The element necessary for children development during “Kindergarten Classroom” 9
2.2.3 The Environment in Child Development: Fundamental Philosophical Views 10
2.3 The Relationship between Technology and Children in Education 13
2.3.1 Benefit of using technology in education 13
2.3.2 Projector for education 14
2.3.3 Children learning with technology 15
2.3.4 The relationship between virtual environment and technology 19
2.3.5 The relationship between language learning and technology 20
2.4 Physical and Mental Development during “Early Childhood” 21
2.4.1 Environment and behavior theories 21
2.4.2 Physical Benefits of Children’s Physical Activities 24
CHAPTER THREE METHODS 27
3.1 Research Concept 28
3.2 Intention 29
3.2.1 Meeting children's needs 29
3.2.2 Kindergarten classroom needs 29
3.3 Observations 30
3.4 Analysis of Observation and Interview 32
3.5 Experiment Design 34
3.5.1 Dependent Variable 34
3.5.2 Equipment 35
3.5.3 Participants 38
3.6 Kindergarten classroom environment 38
3.7 Semi- Structure Interview 42
CHAPTER FOUR RESULTS AND ANALYSIS 46
4.1 Data Analysis 46
4.2 Calorie measurement 47
4.3 Gram measurement 50
4.4 Step measurement 54
CHAPTER FIVE DISCUSSION AND CONCLUSION 58
5.1 Improvement in Environment 58
5.2 Discussion 60
5.3 Conclusion 62
5.4 Limitations 64
REFERENCES 65
APPENDIX 72
LETTERS TO PARENTS AND TEACHER 72
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