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題 名 | 高中地理科環境教材概念分析與學生學習成果評量之研究 |
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作 者 | 李啟文; 蔡長添; | 書刊名 | 科學教育 |
卷 期 | 4 1993.04[民82.04] |
頁 次 | 頁133-155 |
分類號 | 523.7466 |
關鍵詞 | 地理科; 成果; 高中; 教材; 評量; 概念; 學生; 學習; 環境; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究分成「高中地理科環境教材概念分析」,以及「評量高三學生 環境教材學習成果」兩大部分。在概念分析方面,首先以Q技術進行環境教材 的歸類,建立八個「環境概念類目」,分別為環境保有、自然資源與能源、森林 資源、水文與水資源、人口、農業環境問題、污染、都市環境問題;之後再以概 念類目為單位,建構出八個概念圖。由概念分析的結果得知:1.高中地理科環境教 材的概念階層並不明顯。2.某些環境概念,在各冊地理教科書中有重複出現的情 形。3.具有最多環境概念特地理課本,是經濟地理上冊。在評量學生對環境教材 的學習結果部分,受試樣本篇台灣省中部她區的378名高三社會組學生,題目的 編製是由建構好的概念圖擬出命題主幹,評量的層次為「知識」與「理解」;經 由IRS和S-P表的分析,得知:1.學生對試題的平均答對率是0.74,顯示高三學生 對環境教材的瞭解程度尚佳。2.學生學習環境教材的結果,有64為學習有效, 168為誤失(carelessmiSS),15為學習結果普通,5為學習準備不足。3.學生對題目 的作答與瞭解,有下列的次序:a.能源利用情形->自然資源利用情形 b.森林功能- >森林生產量 c.水循環->水平衡 d.土壤侵蝕->土壤維護 e.化學肥料來源->綠色革 命. |
英文摘要 | This study is attempted to analysis environmental conceptsof geographical teaching materials and to evaluate the learningoutcome in the 12th grade students in senior high school. "Qtechnique" isused in the former part to classify geographicalenvironmental materials, and to establish it into eightenvironmental concept categories: environmental conservation,natural resource and energy, forest resource, hydrology and waterresource, people, pollution,agricultural environment problem andcity environment problem. These categories play the role ofconstructive units while the conceptmaps are constructed toanalysis the concepts.The results are as following: 1.The conceptual hierarchy is not obvious in geographical environmental materials. 2.Some environmental concepts appear in other geographical textbooks also. 3.There Are the most plenty of environmental concepts in "Commercial Geography I". In evaluating 12th grade students' learning achievement, 378students were chosed as. samples from central Taiwan. The test isdesigned according to the major concepts in the eight conceptmaps. The levels of evalution is at the level of "knowledge" and"comprehension". Through IRS and S-P chart analysis, the learningoutcome are found as follow: 1.The average correct answer rate is 0.74. It's good for stu dents in understanding geographical environmental materials.1.The learning outcome of students, consists of 64 good, 16 careless miss, 15 ordinary, and 5 not prepared veil.3.There are following orders in student's comprehensive condition: A) the condition of energy utilize -> the condition of nature resource utilize. b) forest function-> forest productiveness. c) hydrological cycle-> hydrological balance. d) soil erosion->soil protection. e) the source of chemical fertilizer->green revolution. |
本系統中英文摘要資訊取自各篇刊載內容。