國小三至五年級自然科學課程學習困難之教材分析

作者:李田英(國立臺灣師範大學科學教育研究所)

摘要：

本文的目的為探討造成國小三至五年級自然科學教材學習困難之原因，採Tayler的課程評量模式，探究所規劃的課程、執行的課程及學生學會的課程之間的一 致性。所使用的數據為民國69-75年度，教育部委託台灣省教師研習會，執行之研究計畫「國民小學自然科學學習能力評量」，所得之測驗結果。
研究結果顯示文中38所國小三個層次的課程之間一致性為4%。此為造成學習困難教材的主因，其次為教材之學習年級安排欠佳，及試題作答方式過於艱難。
研究結果顯示國內有關學童科學學習之基礎資料仍嫌不足，學者們的研究更與實務結合。同時，設計課程時宜多參考已有之迷思概念的研究結果，以其教材之安排更適宜。

關鍵詞：自然科學課程、科學學習、課程評鑑、國民小學教育

《詳全文》

An Analysis of Difficult-to-learn Materials in Science Curriculum for Grade Three to Grade Five Students in Elementary Schools

Author: Tien-Ying Lee(Graduate Institute of Science Education, National Taiwan Normal University)

Abstract：

The purpose of this study is to find the possible reasons for the fact that students could not achieve as the curriculum is designed for. The congruence among intended, implemented, and achieved curriculum is investigated based on the Tyler's curriculum evaluation model. Test results from the project of "Evaluation of elementary school stu-dents' science achievement" from the Taiwan Provincial Teacher In-service Center dur-ing 1980-1986 are used and analyzed.
Findings indicate that there is 4 % of congruence among intended, implemented, and achieved curriculum. Low percentage of congruence, inadequate arrangement of learning materials, and complexity of answer form of some test items are the main rea-sons for students' low achievement.
Results reveal that there is not enough research data which are related to elemen-tary students' science learning. It is suggested that more practical oriented research could be done.

Keywords：Curriculum Evaluation, Science Learning, Elementary School Science Curriculum