現行高中地理教材中土壤化育作用概念之分析

Concepts and Definitions of Pedogenic Process in Geography Textbooks in Senior High School in Taiwan

10.6249/SE.2014.65.4.06

黃文樹(Wen-Shu Huang)；歐孟貴(Meng-Gui Ou)；蔡衡(Heng Tsai)

土壤 ； 土壤化育作用 ； 高中地理 ； 地理教材 ； Soil ； pedogenic process ； senior high school geography ； geographic textbook

中等教育

65卷4期（2014 / 12 / 01）

103 - 128

繁體中文

雖土壤知識在高中地理課程中所佔的篇幅有限，然其在高中地理教學目標上具一定程度的重要性，其中土壤化育作用的概念則是理解土壤形成與類型的重要基礎。土壤化育學發展之初，有不少概念承襲自地質或地形學之觀點，俟俄國學者Dokuchaev之後，方將土壤視為一獨立個體，土壤化育作用轉而以土壤本身性質之移動或變化機制為主，並隨研究成果的累積，各種特定化育作用亦逐漸被確認，然這些特定化育作用實乃將複雜的土壤作用機制簡化，使之能夠更便利於描述土壤生成與相對應之土壤類型，因此Simonson提出土壤化育模型二，以位移、變質、流失、增添等四種機制，來描述土壤性質的變化，並主導了現代土壤化育理論之基礎。不過，由現行各版本的高中地理教材之分析結果來看，各版本所介紹的土壤化育作用概念雖出入不大，但所介紹之概念仍以早期土壤化育作用的觀點為主，對目前主流的化育模型幾無著墨，而且在土壤化育作用詞彙之引用上，出現了不一致的現象，另對各化育作用之定義與解釋，有混淆不清的現象，比現象均可能造成教師備課之困擾，影響到實際教學成效。

Though contents of soil-geography in the geographic textbooks of senior high school are less than other topics, it is a fundamental knowledge for students to realize the earth system as well as interactions between human beings and environments. Concept of the pedogenic process is the core of soil-geography in the geographic curriculum. Actually, early concept of pedogenic process was inherited from geology and geomorphology. After Dokuchaev proposed his ideas, the soil, regarded as an individual, was formed by the specific pedogenic process. The specific pedogenic process was a simplified method for portraying the complexity of soil formation. Thus, an generalized model of pedogenic process was further proposed by Simonson. The Simonson's model has become the main concepts of pedogenic process for the past several decades. However, instead of the Simonson's model, the old concepts inherited from geology and the specific pedogenic processes were compiled in the current geographic textbooks of the senior high school. Moreover, there are inconsistencies of terminologies as well as differences of definitions of the specific pedogenic process between varied editions of the geographic textbooks. The inconsistencies of terminologies and differences of definitions of the specific pedogenic process could increase the difficulties of teaching for the geographic teachers in the senior high schools.

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