「文本的改寫」與「科學語言融入教學」對七年級學生學習神經系統單元的影響

劉建言

指導教授 ： 楊文金

國立臺灣師範大學/理學院/科學教育研究所/碩士(2010年)

摘要

本研究目的旨在探討文本的改寫與科學語言教學法對學生學習神經系統單元的影響。藉由系統功能語言學分析坊間版文本，並考量科學語言與漢語特性（包含：分類組成論述、名詞組隱含分類、零代詞現象）編寫改寫版文本與設計科學語言教學法。研究對象為台北縣某國中7年級8個班214位學生，首先依據閱讀改寫版或坊間版文本分成兩組，每組4個班；教師再以學生閱讀的文本配合科學語言教學法或傳統教學法實施教學。在閱讀與教學後填寫研究工具「神經系統閱讀理解測驗」，作答結果以單因子共變數分析學生閱讀不同文本的成效，並以二因子共變數分析探討教師使用的文本與教學法對學生學習的影響，文本的論述與教師口語則以系統功能語言學分析以詮釋量化資料。
研究結果顯示：（1）學生閱讀改寫版文本的成效較坊間版文本佳（p<.01）。（2）文本與教學法間無交互作用（p>.05）。（3）教師使用改寫版文本的成效優於坊間版文本（p<.01）。（4）教師使用科學語言教學法的成效優於傳統教學法（p<.01），且使用科學語言教學法的效果（ES=0.55）優於使用改寫版文本（ES=0.31）。由研究結果得知科學語言與漢語的使用方式會影響學生對於科學概念的理解。因此本研究建議教科書應依照語言特性編寫，並根據科學語言教學法編纂教師手冊；其次，教師應使用科學語言教學法以提升教學成效並增進學生科學語言與科學概念的學習。

關鍵字

神經系統 ； 改寫版文本 ； 科學語言 ； 科學語言教學

並列摘要

The aim of this study attempts to explore the influence of rewritten text and science language teaching on students learning nervous system unit. The texts were rewritten and
science language teaching were designed through analyzing bookstore text by applying systematic functional linguistics and taken into consideration of science language and the features of Mandarin (Classification and Composition Exposition, implicated classification
of NPs and zero pronoun.). Eight classes and 214 students from one junior high school in Taipei County participated in the study. The study design was first divided into 2 groups according to reading re-written text or bookstore texts. Each group consists of 4 classes; the teacher will implement teaching using reading text for student in coordination with science language or traditional teaching. A test was conducted upon reading and learning. One-way
ANCOVA and two-way ANCOVA were applied to the test results to render quantitative information. Text description and teachers’ oral content were analyzed and interpreted in
quantitative information using systematic functional linguistics. Results of this study showed the following three findings: 1.The effect of students reading rewritten texts was more superior to reading bookstore texts. 2. There was no interaction between text and teaching method（p>.05）3. The effect of teachers applying re-written text was more superior to bookshop text (p<.05). 4. The effect of teachers using science language teaching was more superior to traditional teaching（p<.05）, while the effect of using science language teaching（ES=0.55）was more superior than using re-written text（ES=0.31）. The results
showed that students' comprehension to science concept is closely associated with the use of science language and Mandarin. Therefore the study suggests that textbooks shall be written in accordance with the language features and compile teacher manual in accordance with science language teaching method; Secondly, teachers shall enhance teaching effect using science language teaching in order to improve students learning on science language and science concepts.

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