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研究生:許朝貴
研究生(外文):Sheu, Chaur-Guey
論文名稱:國一學生理解人體血液循環路徑的困難分析
論文名稱(外文):Difficulties In Understanding "The Route Of Human Blood Circulation" For The 7th Grade Students
指導教授:耿正屏耿正屏引用關係
指導教授(外文):Keng, Jen-Peng
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:1994
畢業學年度:82
語文別:中文
論文頁數:132
中文關鍵詞:血液循環科學教育科學教育血液循環路徑困難理解生物課本教?
外文關鍵詞:SCIENCEEDUCATIONSCIENTIFIC-EDUCATIONblood circulationunderstandingdifficultybiology textbook
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本研究目的在探查國一學生對生物課本中,人體血液環路徑單元的學習概
況與理解循環路徑概念所遭遇的困難。本研究的樣本包括四所國民中
學349位一年級學生。研究結果顯示,受測學生對血液循環單元教材的學
習成就偏低。且對於血液循環路徑及其相關單元存有許多另有想法。在學
習心得方面,有62%的受訪學生認為對血液循環路徑單元的學習有困難。
對於本單元教材中的圖形部分,學生所建構的意義紛岐,多數學生無法完
整的獲得圖形所表達的訊息。由各項調查結果顯示,學生理解人體血液循
環路徑的困難原因有: 1.教材內容的呈現忽略了強調血液循環中各構造
間運作的因果關係。 2.本學習單元的知識結構本身過於複雜,學生難以
推理和整合概念。 3.學生使用背誦方式作片段式的記憶,無法達到對整
體現象的理解。 4.學生無法對圖形作適當的建構或忽略圖形中某些重要
的訊習,使得圖形輔助理解概念的功效降低。 5.由於受構造方位確認錯
誤及其他想法的影響,導致學生對血液循環路徑的推論或記憶錯誤。
This study aimed to investigate 7th grade students''achievement
in learning "the route of human blood circulation" unit in the
biology textbook and difficulties which they encountered in
und- erstanding this unit. This subjects were 349 7th students
select -ed from 4 junior high schools. The results of
interviews and surveys indicated that the stude- nts'' achievent
in learning "the route of human blood circulati- on" unit was
on the low side, and they had many alternative conceptions of
the unit and revelent units. Another finding was that students
had divergent conceptions of the illustrations concerning the
unit in the textbook. Most of the students were unable to
realize the information given by those illustrations
completely. The cause, on the basis of the results, of
difficul- ties in understanding "the route of human blood
circulation" unit was summed up as the following: 1. The causal
relation of operating parts of blood circulation were ignored
improprely in teaching materials. 2. The knowledge structure of
the unit itself was too complicat- ed for students to reason
and integrate. 3. Memorizing fragmentary information throuth
reciting,the students failed to understand the whole concepts.
4. The students failed to construct or tended to ignore certain
significat information from the illustrations so that those
illustrations could not help them understand the concepts
effectively. 5. Affected by incorrect identifaction of the
position of structure and other ideas, the students had false
reasoning and memory with respect to the route of human blood
circulations.
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