大學生物課程教材適性研究

大學生物課程是針對生命科學、醫藥衛生相關科系所開設之基礎課程。從生命科學、醫藥衛生、生物資源、數理化、體育、教育六大學群中，蒐集包括中文與英文不同版本，共34種生物課程教科書，進行生物教材之特性分析比較。在生物教材編排的特性方面，彩色、目錄、標圖、大綱、學習目標、關鍵詞、專欄、問題、摘要、索引此十大特性項目，顯然已成爲教材編排之基本配備項四。但文獻、語彙此兩大特性項目，則尚未普遍列爲教材編排項鬨中。在整體架構的比較方面，歸納之，可由結構與功能、一致性與多樣性、生態、與生物科技等四大議題涵蓋之。在生物教材內涵的特性方面，總結歸納出組織性、教育性、銜接性、考証性、累積性、記錄性、務展性、動態性、重建性、相對性、啟發性、應用性、未來性等十三項深蘊的特性。在教材內容上，對教材編排整體架構四大議題進行分析比較。綜合以上各項分析比結果、並參酌學習者的意見調查結果，提出適性教材之特質的建議。

關鍵字

大學；課程；生物學；生命科學；醫藥衛生；適性教材

並列摘要

The course of Biology that has been set in general University in our country is a basic one designed for students belonging to departments of life science, medicine, pharmacy, hygiene and related departments of university. 34 volumes of University Biology-curriculum textbooks used by six study groups, including those of life science, medicine pharmacy hygiene, biological sources, mathematics physics chemistry, physical education, and education, were collected and studied in detail in this case. All the collections of biology textbook have different published times and include different versions of Chinese and English, respectively. In the analysis and comparison of textbook editing, ten different characteristic items including color, contents, photographs, outlines, study goals, key words, monographs, questions, summary, and index have apparently revealed to become the basic concern in editing the textbooks. But the other two characteristic items, literature and vocabulary, are not common in editing those textbooks investigated, yet. A Biology textbook content can be covered with four main subjects including structure and function, uniformity and diversity, ecology, and biotechnology. These four main subjects make of the whole content of it. Furthermore, in the aspect of connotation, the biological teaching material contains the natures of organization, education, linking-up, textual research, accumulation, record, development, dynamic, reconstruction, relativity, inspiration, application, and future. All together above, in the aspect of connotation within the textbooks studied, have 13 kinds of nature in the biological teaching material. The comparison of four main subjects has also been made. Part by summing up all the results and part by collecting comments from students, I propose some special characteristics that one fit teaching material should have to supply information for teachers and students who is using such kind of textbook to make a good decision in choosing a textbook and for publishers to create a good one in the near future.