分析卅一年來國際化學奧林匹亞的實作試題類型與我國參加競賽八年的實作成績,試圖了解這些學生的認知風格和過程技能與其學習成就之間究竟有無關係存在以及了解「實作教學模式」是否可以幫助他們在實作上表現的更好。 利用藏圖測驗(測量認知風格的性質)給予第31屆IChO選訓營的27位學生,結果發現學生在認知風格的測量與理論知識部分有顯著相關,但並不能應用在實作教學上。另外,利用過程技能的測量給予第32屆IChO選訓營的29位學生,發現學生的過程技能與學生實驗成就與理論部分的成就都有顯著相關。學生經由「實驗教學模式」的訓練下,不管在實驗技能以及過程技能上都有改進。此外,學生也對「實驗教學模式」表示肯定。
The patterns of practical tasks (40%) of last thirty-one years International Chemistry Olympiad (IChO) were investigated, and the results of eight years participation of Taiwanese contestants were reviewed. It revealed that the achievement of practical tasks is the key factor to win the IChO metals. The proper coach in step-wise preparation of experiments would lead the four competitors team to the success of IChO. Paper and pencil assessment of Hidden Figure Test (for cognitive style) was performed using 27 senior high students who competed in the Study Camp for the Taiwanese team to 31st IChO. Results indicate that test correlate significant with candidate’s success on the theoretical parts. That of the final 4 contestant-students of 31st IChO also correlates well with their chemistry score in joined-college-entrance examination. Unfortunately, there is no directly evidence of the paper and pencil tests with the practical performance. The Development of Integrated Process Skill Test (TIPSII) was performed using 29 senior high students who competed in the Study Camp for the Taiwanese team to 32st IChO. Results indicate that test correlate significant with candidate’s success on the practical and theoretical parts. Those who won the paper and pencil test would get success in practical competition, if the proper coach following the preparatory problems which were well defined by the organizer.