臺灣博碩士論文加值系統

高中生物教科書中模型的類型與應用－以遺傳物質單元的DNA為例
摘要
本研究依據各版本現行高中教科書高三生物「遺傳物質」的編寫內容為研究範圍，針對目前高中所使用之不同版本生物教科書在此章節內的編寫及設計，是否應用模型的融入，所應用模型的種類、模型的設計及所依循的概念脈絡以及模型與概念的對應有無異同之處，在應用於教科書之後的狀態進行初步的研究及探討。研究者延請三至五位現職資深高中專任生物教師，協助研究者進行教科書模型使用的探究及對於研究者在教科書模型分類一致性的審評等。過程中運用資料收集與資料分析等方式，並以內容分析法做為研究的方法，根據所歸納整理的資料進行相關研究問題的分析及探討。
研究結果為：
一、在這次的研究過程中首先發現，DNA概念在高中教科書中模型的類型與應用的內容，不同的版本不論是否完全依據部訂綱要的脈絡進行課程概念設計及鋪陳，每一項的次要概念中均能發現模型融入，而各版本所根據編寫的概念脈絡，均與部頒綱要一致。研究結果發現現行高中教科書的編寫設計，在協助學習抽象性主題及概念上是非常有益的。
二、其次各版本在此章節的模型分類及依循的脈絡上，經研究發現對於模型分類的準則其依據的標準是否產生不同，以經過內部一致性調校後的分類標準分類，各版本的分類符合研究者的分類結果。在各版本所依循編寫的概念脈絡研究結果顯示，由於各版本均依循部頒綱要進行編寫，除一版本某小節再行細分，但整體概念上與其它被研究版本並未有差異性。

The category and application of models in senior high school biology textbook: DNA of “Genetic material” unit.

ABSTRACT
The purpose of the study was to investigate whether the model inclusion is applied; the model genres are applied; model design; whether the conceptual context and model correspond to concept with the currently used high school biology textbooks, particularly on the content of the chapter, “heredity materials. Five senior high school biological teachers were invited to analyze how the textbook model is used and to evaluate whether the textbook model category is consistent. The methodologies used in this study were data-collection, data-analysis, content-analysis and so on. With the data collected and induced, the results are shown as follow:
1. Concerning the problem whether the different versions of high school textbook
follow the guideline of the Ministry of Education in terms of the design and
content, this research discovers that the sub-concept is applied in the model
inclusion. The concept of DNA in the content of genre and application is
consistent with the guideline of the Ministry of Education. The design of the high
school textbook editing is helpful for understanding the abstract theme and
concepts.
2. In terms of the model classification and context of section in each version of high
school textbook, whether the guideline and standard of the model classification is
different from the guideline of the Ministry of Education will make the content of the textbooks consistently follow the classification of standard, in terms of the my result of classification. The conclusion of this research demonstrates that the editing of each version conceptually follows the guideline of the Ministry of Education without much difference.

目 錄
中文摘要 …………………………………………………………… I
英文摘要 …………………………………………………………… II
目 錄 …………………………………………………………… III
表 次 …………………………………………………………… IV
圖 次 …………………………………………………………… VI


第壹章 緒論 ………………………………………………………… 1
第一節 研究背景與動機…………………………………………………… 2
第二節 研究目的與問題…………………………………………………… 4
第三節 名詞釋意…………………………………………………………… 5
第四節 研究限制與範圍…………………………………………………… 6


第貳章 文獻探討 …………………………………………………… 7
第一節 模型的相關文獻…………………………………………………… 8
第二節 模型在科學中的角色及科學教學模型的建立…………………… 11
第三節 科學的和教學上的模型分類……………………………………… 13

第參章 研究方法 …………………………………………………… 20
第一節 研究對象…………………………………………………………… 21
第二節 研究工具…………………………………………………………… 22
第三節 資料收集與分析…………………………………………………… 25
第四節 研究的可信賴度…………………………………………………… 28
第五節 研究流程…………………………………………………………… 30

第肆章 研究結果 …………………………………………………… 31
第一節 高中生物教科書編寫應用之模型種類，及其模型所對應之概念
異同………………………………………………………………… 32
第二節 應現行高中生物教科書「遺傳物質」章節內之模型其概念脈絡
為何？各版本間異同之處？………………………………………… 42
第三節 現行高中生物教科書「遺傳物質」章節內之模型其對應的內容
概念脈絡是否合適？各版本其對應模型合適之間異同？.……… 47


第伍章 結論與結果 ………………………………………………… 68
第一節 研究結果 …………………………………………………………… 68
第二節 建議 ………………………………………………………………… 70


參考文獻 ………………………………………………………… 71
附 錄 ………………………………………………………… 75

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