在學習化學的過程中,實驗是不可缺少的,然而有些學校的實驗教學並未落實,學生缺乏由實際操作中獲得具體經驗的機會,或是僅以傳統食譜式實驗進行教學,導致學習成效低落。 有鑑於此,本研究選定「生活中的塑膠」為題,設計實驗教學的教案,藉以教導學生有關聚合物的概念。其中藉由實驗引導學生概念的學習,並將教材內容生活化,以提高學生學習化學的興趣。 本研究採用準實驗設計,以台北縣新店高中高一的學生為研究對象,分為實驗組,採用本研究所設計之實驗教學的教案;及控制組,採用傳統講述式教學,以探討兩種不同教學法對學生學習成效的影響及學生對實驗教學的感受,並討論本研究所設計之實驗教學教案在實際教學情境中的實用性。 本研究的主要結論如下: 一、前、後測試題作答結果顯示,學生對於「聚合物」的概念,經教導後已有顯著的進步,綜合成就測驗結果、學生學習感受及教師的意見,可推論本研究所設計的教案在教學上具有實用性,可供教師進行實驗教學時的參考。 二、由成就測驗分析可知,兩組學生在教學後,對聚合物概念的瞭解可視為相等的,然而從問卷可知,兩組學生皆認為做實驗有助於學習。 三、根據學習感受問卷分析可知,學生認為「實驗」可幫助學習,而學生對本研究所設計之實驗教學教案中的教學活動也大多抱持肯定的態度,然而學生也認為若教學能有更充裕的時間則效果會更好。
Laboratory work should be the centerpiece of students’ experience when studying chemistry. Students who are short of chances for practical operation are not able to acquire concrete experiences. Besides, teachers’ instruction for chemical experiments usually does not show effective motivation on students. Some teachers just use the “cookbook” instruction for experiment lectures which leads to the decrease of the learning efficiency. In this research, the chapter of polymers for the high school chemistry is been newly designed to replace the current chapter in textbooks. The concepts of polymers are introduced with the plastic products used in our daily life. The principles related to polymers are explored after students get familiar to “polymers” by linking this new term with their experience about the well-known “plastics”. The quasi-experiment design is also exploited in this research. Participants were the 1st year students in a senior high school that is located near the Taipei city. The students were divided into two groups, a test and a control group. A newly designed experiment-including lecture was applied on the test group, whereas an experiment-excluding one was applied on the control group. The learning effectiveness of these two groups was evaluated by an achievement test. Then, the feeling of the students about the lectures was also investigated through a questionnaire. The results of this research are concluded as follows. 1.From the comparison of the achievement tests before and after the lecture, the students showed a great progress on understanding the concept of polymers. This indicates the applicability of this newly designed contents of polymer chapter for the senior high school. 2.From the achievement test, the students of the control group made an improvement on understanding the principles of polymers as well as those of the test group. However, through the questionnaire, most of the students in both groups presented their anxiety to study polymer chemistry through experiments. 3.The questionnaires reveal that the students of both groups realize the importance of experiments on helping them understand the principles. The students also respond positively to this newly designed teaching material for the chapter of polymers.
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