探究國高中地理教材之空間思維能力銜接

An Investigation on Curriculum Articulation of Spatial Thinking between Junior and Senior High School

黃淳鈴(Chun-Ling Huang)

指導教授 ： 賴進貴

國立臺灣大學/理學院/地理環境資源學研究所/碩士(2012年)

https://doi.org/10.6342/NTU.2012.00111

摘要

促進空間思維能力是地理教育的重要目標之一。空間思維是三種認知技巧的
集合：空間概念 (concepts of space)、呈現工具的使用 (tools of representation)、推理過程 (processes of reasoning)。要培養學生的空間思維，必須仰賴教育系統的支持，如：教科書、課程、教學方式。
本研究探究國、高中地理綱要空間思維部分銜接之現況，目的在於了解目前國中社會領域地理課程與高中地理課程，彼此之間的銜接現況、問題、因應策略，同時探究課程間所涵蓋之主要概念與學生先備知識是否能夠有效的銜接。為了有效且深入了解實際現況及問題核心，本研究採取內容分析法與深入訪談法，針對
課程綱要、老師等進行分析。
本研究發現國、高中教科書單元編排之脈絡大致相符，內容的編寫乃由易而難、由淺入深，教材單元主題大致上由少而多、由簡而繁；地圖投影與地理資訊系統缺乏先備知識恐怕影響銜接。國、高中教材內容有其落差，難度與份量難以切合，且高中部分主題缺乏先備知識恐影響銜接，導致學生之先備知識過於零碎，不足以掌握高中課程的起點，此研究結果可提供做為日後教學及教材編輯和十二年國民基本教育之參考。

關鍵字

空間思維 ； 課程銜接

並列摘要

Enhancing spatial thinking is one of the key goals of geography education. Spatial thinking is defined as “a collection of cognitive skills comprised of knowing concepts of space, using tools of representation, and reasoning processes”. To cultivate students’ spatial thinking, there needs to be the support of education system, such as textbooks, curriculum, and pedagogical strategies.

This study explores how current junior high school and senior high school textbooks connect the teaching of spatial thinking. This study seeks to identify the problems facing this bridging process and further propose ways to tackle these challenges. Meanwhile, I explore whether the main concepts covered in senior high school courses can be effectively absorbed by students based on their pre-knowledge.

Methodologically, I use content analysis of curriculum as well as in-depth interviews to capture current situation. The finding reveals a discrepancy between curriculum at the junior high school and the senior high school levels, in terms of difficulty and proportion of learning. Without pre-knowledge, it is hard for senior high school students to absorb the knowledge. This implies that students do not have a comprehensive pre-knowledge to fully connect to the senior high school curriculum.

It is anticipated that the result can be useful for improving the design of teaching materials and K-12 education in the future.

並列關鍵字

spatial thinking ； curriculum articulation

參考文獻

國立台灣師範大學工業教育研究所碩士論文。

教育部 (2007) 十二年國民基本教育實施計畫，台北：教育部。

黃政傑 (1994) 課程設計，台北：東華。

賴進貴、莊婉瑩 (2009) 數位典藏地理資訊於高中地理教學應用，地圖，19：

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