教科書作者對於「或」的理解和使用情形－以僑生生物教科書作者為例

A textbook author's understanding and use of the term "OR"－A case study of the author of biology textbook for overseas Chinese students

黃仲義(Huang Chung-Yi)

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/博士(2021年)

https://doi.org/10.6345/NTNU202101104

摘要

「或」這個連結詞是體現邏輯推理的重要語言成分之一，不僅在科學教科書中常使用「或」來表達科學詞彙之間的關係，更廣泛使用於科學教與學的脈絡之中。前人的研究指出「或」至少具有7種語義：「等同或（E）」、「兼有或（A）」、「所有或（W）」、「排斥或（X）」、「兼容或（I）」、「舉例或（S）」、以及「近似或（T）」。
本研究分析僑生生物教科書中「或」的使用情形，再挑選帶有「或」的句子做成「填空題」，請作者A、教師B和學生填答後，以此作為訪談事例來訪談他們。從訪談整理來了解作者對於「或」的理解以及教科書中「或」的語義指涉。其次，比較教師對於「或」的語義判斷和作者對於「或」的語義指涉之異同；以及學生對於「或」的語義判斷和作者對於「或」的語義指涉之異同，並探討影響學生語義判斷之因素。最後，將教師和學生對於「或」的語義判斷做成回饋意見式的訪談事例，再次訪談作者對於回饋意見的回應、會否改寫以及改寫法。
本研究有以下7點發現：1. 生物教科書中總共出現了8種「或」的語義，除了上述7種，新增「錯綜或（synthesizing- or）」。2. 作者A在其所寫的章節中使用了（指涉了）7種「或」的語義，獨缺「所有或」。3. 對於「或」，教師B的語義判斷與作者A的語意指涉有84.6%相同。4. 對於「或」，學生的語義判斷與作者A的語意指涉有61.5%相同。5. 影響學生對於「或」語義判斷的因素：科學詞彙、科學詞彙的同質性、詞彙密度、科學概念、修辭法、語法、語用。6. 學生在後測時，依然沒有信心在句子中使用「或」，儘管他們已經學過科學內容知識。7. 得到回饋意見之後，作者A決定少部分改寫，大部分維持原本的寫法，他認為教科書還是要「精簡一點」。
顯然，會使用「或」來進行對話的必須是對科學語言非常熟悉的人，例如：科學家、科學教師、作者等。因此，想要促進學生的閱讀理解和邏輯推理，除需教科書作者和讀者共同關注科學文本中出現的邏輯連接詞外，還需要對於科學語言的使用多加練習。

關鍵字

科學詞彙 ； 語義指涉 ； 語義判斷 ； 語義理解

並列摘要

The conjunction ‘or’ is one of the most important linguistic components of understanding the logical reasoning. The conjunction ‘or’ is not only usually used for expressing the relationship connecting the scientific terms but more broadly deployed in the context of teaching and learning science. According to the previous studies, we have found that there are at least 7 meanings of the conjunction “or”, such as “Equal-or”, “And-or”, “Whether-or”, “eXclusive-or”, “Inclusive-or”, “Such as-or”, and “To-or”.
In this study, the use of “or” in the biology textbook for overseas Chinese was analyzed. First, we select sentences with ‘or’ in them to make a “Gap-filling task”. After author A, teacher B and the students complete the “Gap-filling task”, we interview them with their answers. From the interviews, we can understand the author's understanding of “or” and the referred meaning of “or” in textbooks. Second, we compare teacher B’s semantic judgment of “or” with author A's referred meaning of “or”, and compare students’ semantic judgment of “or” with author A's referred meaning of “or”, explore the factors affecting students' semantic judgment. Finally, the teacher B's and students' semantic judgments of “or” are made into feedback-style questions to interview author A to explore his response, his will to paraphrase and how to paraphrase.
This study revealed the following 7 findings. 1. There are 8 meanings of the conjunction “or” in the biology textbook. In addition to the above 7 types, there are also “Synthesizing- or”. 2. Author A used（referred） 7 meanings of “or” in chapters he wrote, only “Whether-or” not included. 3. Teacher B's semantic judgment of “or” is 84.6% similar to author A's referred meaning of “or”. 4. Students’ semantic judgment of “or” is 61.5% similar to author A's referred meaning of “or”. 5. Factors that affect students' semantic judgment of "or": scientific terms, homogeneity of scientific terms, lexical density, scientific concepts, rhetoric, grammar, and pragmatics. 6. In posttest, students are not confident in using ‘or’ to complete sentences, although they have learned scientific content knowledge. 7. After receiving feedback, author A decided to paraphrase a small part, and maintain most of the original writing. He believes that the textbook should be "simplified".
Obviously, those who can use “or” to conduct dialogue must be people who are very familiar with scientific language, such as scientists, science teachers, authors, etc. Therefore, to promote students' semantic understanding and logical reasoning, not only textbook authors and readers should pay attention to the logical conjunctions in scientific texts, but more practice is needed in the use of scientific language.

並列關鍵字

scientific terms ； referred meaning ； semantic judgment ； semantic understanding

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