高中地理科環境教材概念分析與學生學習成果評量之研究

Analysis of Environmental Concepts in Teaching Materials of Geography Textbook and Evaluation of Learning Outcome of Students in Senior Ugh School

李啓文(Chi-Wen Li) ； 蔡長添

《科學教育》 4期 (1993/04) Pp. 133-155

https://doi.org/10.6767/JSE.199304.0133

摘要

本研究分成「高中地理科環境教材概念分析」，以及「評量高三學生環境教材學習成果」兩大部分。在概念分析方面，首先以Q技術進行環境教材的歸類，建立八個「環境概念類目」，分別爲環境體育、自然資源與能源、森林資源、水文與水資源、人口、農業環境問題、污染、都市環境問題；之後再以概念目爲單位，建構出八個概念圖。由概念翂析的結果得知：
1.高中地理科環境教材的概念階層並不明顯
2.某些環境概念，在各冊地理教科書中有重複出現的情形。
3.具有最多環境概念的地理課本，是經濟地理上冊。
在評量學生對環境教材的學習成果部分，受試樣本爲灣省中部地區的378名高三社會組學生，題目的編製是由建構好的概念圖擬出命題主幹，評量的層次爲「知識」與「理解」；經由ISR和S-P的分析，得知：
1.學生對試題的平均答對率是0.74，顯示高三學生對環境教材的瞭解程度尚佳。
2.學生學習環境教材的結果，有64%爲學習有效，16%爲誤失(carekess miss)，15%爲學習結果普通，5%爲學習凖備不足。
3.學生對題目的作答與瞭解，有下列的次序：
a.能源利用情形→自然資源利用情形 b.森林功能→森林生産量 c.水循環→水平衡 d.土壤侵蝕→土壤維護 e.化學肥料來源→綠色革命

並列摘要

This study is attempted to analysis environmental concepts of geographical teaching materials and to evaluate the learning outcome in the 12th grade students in senior high school. Q technique isused in the former part to classify geographical environmental materials, anti to establish it into eight environmental concept categories: environmental conservation, natural resource and energy, forest resource, hydrology and water resource, people, pollution, agricultural environment problem and city environment problem. These categories play the role of constructive units while the conceptmaps are constructed to analysis the concepts. The results are as following:
1. The conceptual hierarchy is not obvious in geographical environmental materials.
2. Soine environmental concepts appear in other geographical textbooks also.
3. There Are the most plenty of environmental concepts in ”Commercial Geography I In evaluating 12th grade students' learning achievement, 378 students were chosed as samples from central Taiwan. The test is designed according to the major concepts in the eight concept maps. The levels of evalution is at the level of ”knowledge and comprehension. Through IRS and S-P chart analysis, the learning out come are found as follow:
1. The average correct answer rate is 0.74. It's good for students in understanding geographical environmental materials.
2. The learning outcome of students, consists of 64% good, 16% careless miss, 15% ordinary, and 5% not prepared well.
3. There are following orders in student's comprehensive condition:
A) the condition of energy utilize→the condition of nature resource utilize.
b) forest function→forest productiveness.
c) hydrological cycle→hydrological balance.
d) soil erosion→soil protection.
e) the source of chemical fertilizer→green revolution.