摘要
本研究旨在發展新的評量工具，嘗試以概念構圖技巧評量國民中學學生在生物學科特定領域之成就。並比較不同程度的學生在概念構圖的差異。 本研究之評量工具乃自編之「國中生物科概念構圖」，在評量前教導學生使用概念構圖教材及練習，配合自編傳統式生物測驗及學校生物成績作為效標，評量後實施態度問春，以瞭解受試者對本評量的評價。 以彰化市國中一年級359個人為研究對象，包括八個班級。依智育平均成績分成甲、乙班羣，其中甲班羣智育乎均成績較高。評量所得資料其重測信度、評分者信度、霍意特變異數分折法之係數介於.68~.93之間；在效度上，以自編傳統式生物測驗、學校生物成績做為外在效標，則此概念構圖測驗可被證實具有同時效度。本研究亦對內容效度及實用性作評估，在態度問卷上受試者態度為中性。基於本研究結果，並作如下之建議：(1)概念構圖可作為成就測臉工具之用；(2)擴大研究對象，逐步建立常模； (3)提供教師教學參考；(4)診斷學生學習情形，以作為補救教學。
關鍵字
無資料並列摘要
The purpose of the study is to develop a new tool for assessment. By means of Concept Mapping, it is trying to evaluate junior high school students in the specific study of biology and finding out the variation in Concept Mapping of students with different levels. The tool for assessment used in the study, ”Concept Mapping of Junior High School students in Biology”, was developed by ourselves. The students were taught how to use and to practice the Concept Mapping Material prior to the assessment. Matching conventional tests and with marks as criterion a questionaire was conducted after the evalution in order to understand what the students think of the assessment. Using 359 junior high school students of 8 classes in Changhua City as samples. The students were divided into group A and group B based on their performance in intellectual education. Students in Group A had higher performance. Obtained from the study, the coefficient of test-retest reliability, score reliability and Hoyt's Analysis of variance is between 0.68 to 0.93. As to effect, with traditional test and marks outside criterion, the Concept Mapping is proved to have same effect. The study also evaluated the contents and their respective practicality. The results showed neutral from the questionnaires. From the study, we have the following conclusions: (1) Concept Mapping can be used as test methods. (2) By expanding the size of samples, the normal mode can be established. (3) It can be offered to teachers to refer and to diagnose students' performance.