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題名 | 國小三至五年級自然科學課程學習困難之教材分析:An Analysis of Difficult-to-learn Materials in Science Curriculum for Grade Three to Grade Five Students in Elementary Schools |
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作者 | 李田英; |
期刊 | 師大學報 |
出版日期 | 19950600 |
卷期 | 40 1995.06[民84.06] |
頁次 | 頁475-507 |
分類號 | 523.343 |
語文 | chi |
關鍵詞 | 自然科學課程; 科學學習; 課程評鑑; 國民小學教育; Curriculum evaluation; Science learning; Elementary school science curriculum; |
中文摘要 | 本文的目的為探討造成國小三至五年級自然科學教材學習困難之原 因,採Tyier的課程評量模式,探究所規劃的課程、執行的課程及學生學會的課 程之間的一致性。所使用的數據為民國69-75年度,教育部委託臺灣省教師研習 會,執行之研究計劃「國民小學自然科學學習能力評量」所得之測驗結果。研究 結果顯示文中38所國小三個層次的課程之間一致性為4。此為造成學習困難教 教材的主因,其次為教材之學習年級安排欠佳,及試題作答的方式過於艱難。研 究結果顯示國內有關學童科學學習之基礎資料仍嫌不足,學者們的研究宜更與實 務結合。同時,設計課程時宜多參考已有之迷思概念的研究結果,以期教材之安 排更適宜。 |
英文摘要 | The purpose of this study is to find the possible reasons for the fact that studentscould not achieve as the curriculum is designed for. The congruence among intended,implemented, and achieved curriculum is investigated based on the Tyier's curriculumevaluation model. Test results from the project of "Evaluation of elementary school students' science achievement" from the Taiwan Provincial Teacher In-service Center during 1980-1986 are used and analyzed. Findings indicate that there is 4 of congruence among intended, implemented,and achieved curriculum. Low percentage of congruence, inadequate arrangement oflearning materials, and complexity of answer form of some test items are the main reasons for students' low achievement. Results reveal that there is not enough research data which are related to elementary students' science learning. It is suggested that more practical oriented researchcould be done. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。