教材隱喻設計對學生理解學科內容知識之影響

The effect of metaphor in instructional material design on students' comprehension of subject matter knowledge

賴光真

《雙溪教育論壇》 9期 (2020/12) Pp. 19-34

摘要

教師應該透過學科教學知識幫助學生學習學科內容知識。在教材中使用隱喻可能是幫助學生理解學科內容知識的方法之一。本研究探究教材中使用隱喻設計的學生（實驗組），是否比其他學生（對照組），能夠獲得較佳的學科內容知識。研究結果發現，隱喻設計對於學生的測驗成績雖僅略有幫助，但學習者均偏好具有隱喻設計的教材，因此在教材中較艱深的部分，適當的使用隱喻，仍然有其價值與必要。本研究也針對未來的教學研究提出若干建議。

關鍵字

隱喻 ； 教材設計

並列摘要

Teachers should help students learn subject matter knowledge through their pedagogical content knowledge. The use of metaphors in instructional materials may be one of the ways to help students to learn subject matter knowledge. This study explored whether students who used instructional materials with metaphors (experimental group) could acquire better subject matter knowledge than other students (control group).The results revealed that metaphorical design only slightly improved students' test scores, but students preferred the instructional materials with metaphorical design. Therefore, appropriate use of metaphors in the difficult parts of instructional materials is still valuable and necessary. This study also proposed several suggests for teaching practice research in future.

並列關鍵字

metaphor ； instructional material