臺灣博碩士論文加值系統

在教育改革聲四起的今日，國中理化科的教學內容與日常生活密切結合，亦強調以生活化的實驗與活動，培養學生的科學興趣，建立正確科學知識與概念。本研究藉由日常生活用品設計國中理化輔助實驗教材「掀起你的蓋頭來」與「製氫、製氧」兩實驗，並加以評估教學成效。
研究樣本包括實施實驗教學的教師2名，及學生235名；對暑期40學分班進修教師107名調查他們對理化新教材的看法。本研究以「質的研究」為主，來探討設計實驗教材的過程，並輔於「量的研究」來統計分析師生對本研究兩實驗的感受及教學成效。研究過程分設計階段、測試階段、及教學階段三階段，並於「掀起你的蓋頭來」與「製氫、製氧」教學階段中請23名教師觀看教學後並給予實驗教學評鑑。
本研究於測試階段中探討學生對兩實驗的看法及知識內涵的想法，於教學階段中將學生分為示範、示範+讓學生做、及示範+讓學生做+有作業，三種安排方式實施實驗教學，實施結果發現學生在對於此兩實驗的感受和認知方面大多無顯著差異。
教學階段中觀看教師100﹪願意將「掀起你的蓋頭來」實驗，拿來對學生實施充實教學；91﹪願意將「製氫、製氧」實驗，拿來對學生實施充實教學，對此兩實驗教學教材發展結果，有相當高的肯定。而研究者亦將研究過程整理成實驗設計的流程，以供設計實驗參考。

Science teachers today emphasize the incorporation of the daily commodities into their teaching in order to motivate their students to learn and cultivate in them correct science knowledge and concepts. A questionnaire conducted on science teachers taking advanced courses at National Kaohsiung Normal University demonstrated the urgent need for effective assisted science teaching materials. Concerning this, two experiments " Lift the bottle''s cap" and "Make hydrogen , make oxygen" were designed for classroom teaching in the study. The teaching effectiveness of the two experiments was also assessed.
The study was a qualitative one, focusing on how the two experiment teaching materials were developed, tested, and applied to virtual classroom teaching. Participants in the study were two teachers, 235 students and 23 auditor teachers. Prior to the conduction of the two experiments, students'' opinions of the two experiment designs were investigated with an aim to render better and more effective experiments.
During the implementation of the two experiments, students were divided into three groups. Demonstration was given to all of the students during teaching; yet, a group of them were encouraged to learn through hands-on experiences; and still another group of students, besides the hands-on practice, was given further extracurricular exercises. A statistical analysis of the teaching effectiveness showed that there was no significant difference between students of the three groups in their affection and knowledge of the two experiments.
As for the 23 auditor teachers, they all held high esteem of the two experiments. 100% of them reported that they would bring " Lift the bottle''s cap" into their teaching and 91% of them would involve '''' incorporate "Make hydrogen , make oxygen" in their teaching. Detailed description of the design and conduction of the two experiments was included in the study for further reference.

第一章緒論1
第一節研究動機1
第二節研究目的與問題3
第三節名詞詮釋4
第四節研究概況6
第二章文獻探討8
第一節實驗教學之相關研究8
第二節透過實驗提供學生建構知識16
第三節實驗教學的現況19
第四節課程目標23
第三章研究方法26
第一節研究流程26
第二節 實驗設計流程27
第三節質的研究法28
第四節質的研究法和量的研究法的比較33
第五節概念圖，V形圖，流程圖等教學策略35
第六節研究背景37
第七節研究時間紀錄表39
第四章研究結果40
第一節學生學習感受；教師對新教材的瞭解與看法40
第二節實驗設計、測試、教學階段實施過程及結果51
第三節教師對實驗的問卷分析104
第五章結論與建議110
第一節結論110
第二節建議115
參考文獻 116
中文部分 116
英文部分 118
附錄 121

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