Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104667
Title: 師生對教科書中使用「產生」表述概念關係論述之語意理解研究
Authors: 楊文金
Wen-Gin Yang
蔡佩君
Pei-Chun Tsai
Keywords: 科學文本
語意理解
科學漢語
連接關係
Scientific Textbook
Semantic Comprehension
Scientific Mandarin
Connection Relationship
Issue Date: 2009
Abstract: 科學教科書為了將科學知識有組織的呈現,需要藉由很多的詞彙介紹科學概念,除了科學專門詞彙外,科學教科書常使用生活中常用的詞彙,例如:外力作用於物體時,物體「產生」加速度。「產生」不是科學領域的專門詞彙,卻是描述科學事件間關係經常使用的詞彙。 本研究目的即在探討師生對物理、化學、生物三個學科科學文本使用「產生」表述概念關係論述語意理解,並探討學生對於物理文本表述事件間連接關係的理解及其在學習前後理解的差異。 本研究之研究工具採以「A產生B」、「A使C產生B」為純語式,而且對應於物理、化學、生物學科使用「產生」表述概念關係論述作為實驗文本句,依內容設計之語意理解問卷作為測驗工具,師生閱讀文本內容後填答問卷,以凱利方格(RGT)探討師生語意理解及比較其理解差異。選取國二學生66位、國一學生183位、高一學生161以及科學教師18位作為研究對象。 研究發現科學文本使用「產生」表述概念間關係之論述,相同語式在不同學科論述指涉不同語意關係,導致使用「產生」表述語意關係模糊。師生對於使用「產生」表述概念關係論述之理解,高一學生較國一學生能夠明確區辨出在不同學科文本論述中「產生」所表述之概念關係。此外,根據學習前後學生對於物理文本使用「產生」表述概念關係論述的語意理解,對於純語式論述,學習前後理解較為一致,對於物理語意情境論述,學習前後理解有差異。在事件間連接關係理解上,學生透過對物理文本的閱讀與熟悉,在學習後學生對於物理文本表述事件間連接關係理解上,傾向認為事件間連接關係為「因果」關係,也傾向理解為「同時」連接關係。最後,依據研究結論,建議科學教師與科學教科書編者思考如何使用適當過程詞來清楚表達概念間關係,以增進學生語意理解。
The scientific textbook appears the scientific knowledge in organizational order that needs many phrases to introduce scientific vocabularies and concept. The vocabularies in the scientific textbook include the vocabularies in the daily life that we usually use. For example, we make the object accelerate. Production is not a specialized vocabulary but it is the vocabulary that we usually use to describe the relationship with the scientific event. The goal in the research is to explore the material in the different subject to use the production in order to express the description of the concept and the material in the physics, chemistry and biology that use the production to express the relationship with description of the concept and the semantic meanings. The goal is also to explore the connection relationship of the event the students recognize. The tool of the research adopt the simple formula A produces B, A makes C produce B and comparative with the description of the expression concept in physics, chemistry and biology. According to the semantic understanding questionary in the context designation is as the tool of the measurement. The teacher and the student fill in the questionary after reading the article. And using the form of RGT is to explore the semantic understanding between the teacher and the student and compare the different recognition. We choose sixty-six grade eight, one hundred and eighty-three students grade seven in junior high school, one hundred and sixty-one grade ten in senior high school and eighteen scientific teacher to be our models. The research in the scientific material that tells us the relationship about the concept of the production. The same semantic formula means to different semantic relationship in the different subject that leads to the confusion about the production in the semantic relationship. The understanding about the expression of the concept description that the teacher and the student use, and the senior grade one can distinguish from the different relationship of the production in the scientific material much better than junior high school grade seven student. Besides, according to the learning before and after that the students use the scientific material to understand the production of the concept relationship. In the connection with the event that we understand, the students recognize the connection relationship of the event that is the reason and the effect relationship that also tend to the relationship at the same time. At last, according to the conclusion and the suggestion, it can make the scientific teachers and the editors think over that how to use the appropriate process to express the relationship of the concept clearly and promote the students ability in the semantic understanding. Keywords: Scientific Textbook, Semantic Comprehension, Scientific Mandarin, Connection Relationship
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695450141%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104667
Other Identifiers: GN0695450141
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