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Title:	兒童公平分配概念之研究：性別與情境差異取向 A Study of Children`s Distrubutive-Justice Conception
Authors:	李昭明 Lee,Chao-Ming
Contributors:	林佩蓉倪鳴香李昭明 Lee,Chao-Ming
Keywords:	公平分配兒童性別情境 Distributive Justice Children Gender Context
Date:	2004
Issue Date:	2009-09-17 14:49:01 (UTC+8)
Abstract:	William Damon於1975年提出「兒童積極性正義發展階段」的概念與測驗方式，但是Damon在發展概念之初，並未針對性別與情境差異兩項可能影響兒童進行公平分配時的判斷的因素進行探究，因此，本研究希望能瞭解台灣兒童是否會因為本身的性別不同，或因為面對的情境不同，而影響他們在判斷公平分配時的決定。研究工具的設計是以Willian Damon所發展出來的「兒童積極性正義概念發展階段」為基礎，並參考國內外過去的相關研究，重新設計一套「兒童公平分配概念發展測驗」，並選取台北地區40名5至6歲的兒童進行施測。本研究結果顯示：1.不同性別兒童在公平分配的概念上並沒有顯著差異；2.兒童在面對不同的情境時，對於公平分配判斷的原則會有顯著差異；3.兒童的性別差異與情境差異並未出現交互作用。 William Damon proposed the concept and testing ways of “Children developmental stages of Positive-Justice” in 1975, but on that time, he didn’t focus on the two possible variables—gender and context differences—of the judgement of children’s distributive justice further. Therefore, this study attampts to understand whether Taiwanese children would modify their judgements of distributive justive because of their gender or the contexts they involve in. The design of the research methods is based on “Childen developmental stage of Positive-Justice” which Damon has developed, and the overseas and domestic researches relating to distributive justice before, and then redevelopes a new test of “the Development of Children Distributive-Justice Concept”. In addition, there are 40 children between 5-year-old and 6-year-old in Taipei sampled to participate in the study. The result of the study reveals: 1. there is no significant difference on the judgements of distrubitive jutice concept in different children’s gender;2. The principles of judging distributive justice for children show have significant difference because of different contexts which children involved;3. The interaction of children’s gender and contexts in judging distributive justice doesn’t have significant difference.
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Description:	碩士國立政治大學幼兒教育所 90157001 93
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0901570011
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Early Childhood Education] Theses

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