國小自然科學地質概念個別化教學的研究

A Study of an Individualized Education Instruction Program on Geological Conceptions

10.6173/CJSE.2005.1301.04

許民陽(Ming-Yang Hsu)；王郁軒(Yu-Hsuan Wang)；梁添水(Tien-Sue Liang)

槪念發展 ； 個別化教學 ； 地質槪念 ； Conceptual Development ； Individualized Educational Program ； Geological Conception

科學教育學刊

13卷1期（2005 / 03 / 01）

71 - 100

繁體中文

地球科學是與日常生活關係最密切的生活科學，尤其是近幾年來颱風、豪雨以及大地震帶來的災害，更使國人深刻體認地球科學相關課題的重要性。現行國小自然科學與九年一貫課程中的自然與生活科技領域均將地球組成物質與地球環境的變化列爲重要的探討主題。隨著科技與社會的快速發展，兒童接受訊息與刺激也日趨多元，傳統分科形式的科學課程將無法滿足學習者的需要，因此有必要考量兒童的先備知能、認知程度，以及生活經驗，將現行的科目加以統整，重視兒童的個別學習差異，設計個別化教學方案，才能達到最佳學習成效。本研究選取北投區某國小二年級以及中正區某國小三年級學童，分別以「泥沙」及「流水的作用與山川地形」爲主題進行個別化教學研究。將生活中的地質概念與問題融入該單元，擬定教學目標，編製形成性評量，進行單元教學後，以口頭及紙筆測驗實施形成性評量，再選取對象進行補救教學或充實教學。整個教學活動結束後，實施學習感想問卷與總結性評量，統計分析學生對教學活動整體學習成效。研究結果發現總結性評量的成績優異，顯示經由個別化補救與充實教學後，整體的學習表現能達成預期的目標。對學生進行的學習感想調查，也呈現出學生對於教學的滿意度均很高，顯示學生喜歡這樣的教學方式，認爲個別化教學的學習有助於其調整學習進度，增進學習成效與自我肯定。

Earth science is the science most closely related to our daily lives. As Taiwan has been experiencing geological disasters with greater damage in recent years, it is important to provide school children with knowledge about our geological environment. This will also help to enhance the publics' consciousness of environmental conservation. Talented or retarded students are often disregarded inside an over-sized classroom, therefore, this study focuses on individual differences in learning geological conceptions. By analyzing the concept of geology in current primary science curriculums and in the realm of the 9-year integrated curriculum, and by implementing the theory of individualized instruction, the daily life experiences of each school student is considered as one of the elements in developing an individualized educational program. In this study, ”mud and sand” and ”fluvial erosion and landform” were chosen as the bases for developing individualized educational programs for experimental teaching. The main target was 2(superscript nd) and 3(superscript rd) graders. These students were provided with supplementary equipment, peer teaching and computer software to minimize learning differences. These students attained positive achievement. The results of this research can be applied to individualized and small class teaching, as well as to fit the needs of the 9-year integrated curriculum of primary schools to provide teaching activities with flexibility.

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