本研究之主旨乃在探討我國幼稚園大班幼兒之分配能力的發展層次、平分連續量 模式之切割與摺紙策略、以及分配不均之錯誤策略，並了解分配的難易度。本研究之樣本是 就臺南市六所三種不同教學型態 (傳統式、開放式、蒙特梭利式 ) 之幼稚園中， 以隨機取 樣方式，於各校抽樣大班 20 名幼兒， 男女童各半，合計 120 名受試者 (平均年齡為五歲 七個月 )。 本研究以許惠欣 (民 85) 之「幼兒分數概念測驗」中的切割黏土與摺圓形、正 方形、正三角形、長條形色卡 (紙 ) 之試題作為個別化之評量工具。 最後將評量時所得之 答案與觀察記錄進行分類、分析與人數統計。 研究結果顯示：1. 我國幼稚園大班幼兒之分 配能力大多符合 Pothier 與 Sawada(1983) 「五階段發展理論」之第二階段「公式化二分法期」，幼兒會平分為二份，但不一定能平分 為四份，更甭說是三份了。2. 只有不到半數的 幼兒會說「一半」，幼兒尚不懂「二分之一」之類的分數語言。 3. 幼兒平分連續量模式時 ，分配之份數以二份最容易，其次是四份，三份最困難；分配之形狀中以正三角形最困難。 4. 不論是切割或摺紙， 三階段幼兒平分時較常用之二分與四分策略頗為相似，因為四分策 略乃重複式二分策略。 三分策略因幾何形狀而異，與二分、四分策略不同。5. 幼兒分配不 均之錯誤策略因分配能力之發展層次而異，第一階段異於第二階段。平分較困難之三份時， 幼兒卻用「四分法」代為解決。本研究也綜合文獻與研究的發現，提出分配活動之教學指南 ，供幼教老師設計平分活動之參考。

　　　　　The main purpose of this study was to investigate our kindergarteners' developmental level, fair and unfair sharing strategies in cutting playdough and folding paper, and the degree of difficulty in partitioning. One hundred and twenty 5-year-old (M=5 years and 7 months)subjects were evenly and randomly selected from six kindergartens as three kinds of teaching styles (tradition, open, and Montessori education) in Tainan. Children's fair and unfair sharing strategies in cutting playdough and folding paper were recorded, analyzed and calculated by means of an individualized test of three partitioning problems form"Test of Concept of Fraction for Young Children" desinged by Hsu(1986). The results of this study showed as follows:First, our kindergarteners' partitioning behaviors were mostly at the stage Ⅱ (algorithmic having) according to Pothier and Sawada's (1983) "5-stage theory. " Children at stage Ⅱ can make fair sharing in half, but not necessarily in 4 parts, and not to say of 3 parts. Second, less than half of these subjects knew "half," not even the verbal names of fraction, such as "one-half." Third, the degree of difficulty in partitioning was 2, 4, and 3 parts in order. Fourth, the fair sharing strategies in cutting playdough and folding paper into 2 and 4 parts were very similar because "algorithmic having" was as same as repeated "having." The fair sharing strategies of partitioning into even parts were different from odd parts. Fifth, the unfair sharing strategies in cutting playdough and folding paper were different between children at stage Ⅰ and stage Ⅱ. Children solved the difficult 3 parts of partitioning with the familiar startegy of sharing 4 parts. At last, a teaching guide for partitioning were proposed as a suggested reference for early childhood teachers in designing sharing activities.