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  • 學位論文

國中氧化還原概念之精熟學習研究

The study in mastery learning of oxidation-reduction concept in junior high school

指導教授 : 洪志明
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摘要


氧化還原概念在國中理化課程中是相當重要的部分,不但與我們的生活息息相關,也影響後續相關概念的學習。現今常態編班下,學生的程度參差不齊,欲發揮教學的效果,使學生均達成教學目標需有別於一般的教學設計。本研究發展氧化還原概念精熟學習模式,以台北縣立某中學國中一班國三學生為教學對象,探討此教學模式在國三理化課程中實施的成效。 本研究得到以下成果: 1.以國中理化課程為主,參考相關文獻統整其中的氧化還原概念,完成氧化還原概念內容分析,包括氧化還原概念圖、氧化還原概念的鑑別性屬性與可變性屬性分析與CLD理論氧化還原學習階層分析。 2.採用Bloom的精熟學習理念,設計氧化還原概念的精熟教學,包括分析學習目標、訂定精熟學習標準、編製氧化還原概念的教學材料及形成性評量試題、設計校正活動與充實活動,以及編製總結性評量試題。 3.進行精熟教學,並以S-P表分析教學的成效,結果顯示此種教學方法是有效的,在校正活動前後進行前測及後測之評量,後測的S曲線和P曲線皆向右下偏移,而全班超過百分之八十的學生,可以在各階層的學習中達到其精熟標準,即通過率大於80%。另外,總結性評量的結果和另一班級作比較,以精熟學習教學之班級的精熟比率為80%,而以傳統教學的精熟比率為35%,證明精熟學習教學策略是有效的。

並列摘要


Oxidation-reduction is one of important concepts in Physics-Chemistry curriculum at junior high school. The oxidation-reduction concept is not only tightly related to daily life experience but also affect the learning of related concepts in latter. And nowadays, because students are not classified according to their abilities, they have different learning levels. In order to improve our teaching efficient, and make students attain teaching goals, we need a different teaching approach. This study has developed a mastery-learning model on oxidation-reduction concept and to identify the efficiency of this model. The samples were forty 9th grade students in Taipei. The findings of this study are as follows. 1. The study based on the oxidation-reduction concept in the present Physics-Chemistry textbooks for junior high school students and related references, accomplished content analysis, including analysis concept map, and CLD theory learning level of oxidation-reduction concept. 2. The study developed a mastery-learning model on oxidation-reduction concept including defining mastery criterion, teaching strategies and teaching materials, evaluation tools and correction activities. 3. The test results were analyzed by S-P chart. It showed that this mastery learning process did have a positive effect on learning oxidation-reduction concept. Most students achieved the mastery criterion of every CLD theory learning level. The final test was compared between the classes of mastery learning class and traditional teaching class. Results showed that 80% of the students in mastery learning class achieved the mastery criterion and only 35% of traditional teaching class achieved the mastery criterion.

參考文獻


陸維作、江新合、吳裕益、黃寶鈿、黃湘武(民79):化學概念與推理能力:氧化還原。化學,48(1),31-38。
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被引用紀錄


黃亭涵(2009)。S-P學習診斷表應用於國小中年級數學教與學歷程之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.00474
莊雁梅(2006)。應用SP表於國中英語教學之行動研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2006.00657
Wu, H. M. (2005). S-P表於教學之運用─以高中英文課為例 [master's thesis, Tamkang University]. Airiti Library. https://doi.org/10.6846%2fTKU.2005.00890
李瓊慧(2001)。以凱利方格法探究國三學生電化學迷思概念〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200710091059
張秀澂(2002)。電腦動畫融入教學對國中生電化學學習成就影響之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719131104

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