體驗區
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| 篇名 |
國民中學生物科教學診斷－73學年度國中生物科學習情況
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| 並列篇名 |
AN EVALUATION OF INSTRUCTION IN JUNIOR HIGH SCHOOL BIOLOGY -FROM THE SURVEY CO-SPONSORED BY THE NATIONAL SCIENCE COUNCIL AND THE MINISTRY OF EDUCATION 1985-
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| 作者 |
楊榮祥
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| 中文摘要 |
配合行政院国家科学委员会与教育部合办之73学年度国民中学学习情况调查，设计国民中学生物科成就测验（Crondach's α=0.84），随机取样抽测台湾地区共86所国民中学之一年级学生17,200人，再从中抽样972份考卷为样群，以项目分析法逐题分析，以了解国中生物科教学上及学习上的问题。结果发现教学上较大的缺失有：（1）只顾实验结果之记忆，而忽略过程之了解；（2）注重片断知识，而忽略统整综合所学知识知能力；（3）注意查表（如检索表）或计算方法之反复练习，而忽略其所根据之原理法则等。
再以北部三校学生（n=320）为样群，以同地区学校之「教学模式实验班」为对照（n=392），用团体嵌图测验（Witkin等，1971）分数为共变量，就「知识」、「归纳性思考」及「扩散性思考」等三项依变量，进行共变量分析（ANOCOVA）及邓肯氏新多重差距检定，结果显示：教学模式实验班无论在知识、归纳性与扩散性思考的成就上，均优于样群（p＜0.01）。
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| 英文摘要 |
A planned achievement test for junior high school biology (Cronbach's α = 0.84} was applied to evaluate the instruction of junior high school biology in Taiwan under the co-sponsorship of the National Science Council and the Ministry of Education. Randomly collected samples (n = 972) from randomly assigned 17,200 testees from 86 junior high schools were analyzed. The results of item analysis revealed the following weaknesses in our biology instruction: (1) it only emphasized memorization of the products (results), and neglected their understanding of the processes of the experiments; (2) it only paid attention to the rote learning of specific knowledge, and neglected the intergration or synthesis of knowledge learned; (3) it was only concerned about technique of calculation, and neglected the understanding of related concepts or principles, etc.
In the final part of the study, the subject group on the northern part of Taiwan (n = 320) were compared with the experimental classes of instructional models (n = 392) in the same school districts. Analysis of covariate and Duncan's new multiple range test indicated that the experimental group dominated significantly (p < 0.01) over the sample group on all measured dependent variables: the achievement of knowledge gain, inductive thinking and divergent thinking skills.
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| 頁次 |
757-792
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| 關鍵詞 |
TSSCI
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| 卷期 |
31:1
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| 日期 |
1986
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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