中學地理課程標準之地圖知能指標研究

Map Concepts and skills in Geography Curriculum Standards for Secondary Schools

地圖知能是中小學課程中的重要內容，然而長期以來卻缺乏明確的知識概念架構可供依循。本研究目的為提出一個地圖知能架構以提供未來課程綱要訂定之參考，主要採用內容分析法，針對世界上主要國家的課程標準進行比較分析，透過各國課程標準中的共同概念及差異概念的比較，試圖界定共同概念及其學習層次。研究中並整合Meyer（1973）地圖知能指標和地理資訊部分，以轉換成能力指標的形式，進而建立一套地圖知能指標架構，做為未來課程標準訂定之參考。這個指標架構包含七大能力向度，分別是：地球與地球儀技能指標、定位能力指標、地圖基本概念能力指標、定向與量測能力指標、地圖符號能力指標、地圖繪製能力指標、地圖使用能力指標。每一個能力指標由數個分項能力指標所組成。此外，本研究也針對內容分析之結果，規劃一套初步架構，經由專家問卷評估，再依據專家意見進行編修後，確認中小學的地圖知能指標，這項架構劃分出國中與高中的地圖能力及小學的先備知識。在核心能力部分，小學階段的地圖知能教學重點在於「具體操作」，以能夠知道何謂地圖為主；國中階段注重各種地圖概念的理解，涵蓋七種能力向度中的重要地圖概念；高中階段強調培養學生的綜合評估能力，能夠在生活中依據需求運用地圖。研究提出了一套明確的地圖能力指標，可以提供訂定課程標準之參考，各分項能力指標可以提供老師教學時彈性使用，提升現代國民所需的地圖知識技能。

Map knowledge and skills are included as essential part of k12 curriculum in most countries, yet, there is no comprehensive framework of map knowledge and skills for defining curriculum standard. The objective of this research is to propose a map knowledge and skills framework to provide curriculum standards-setting reference materials for the future. This study focuses on analyzing the map ability or concepts defined in grade K-12 consistent geography curriculum standards developed by major countries in the world. By analyzing the common and different concepts in the contents of the map ability in the above countries, the map learning framework proposed by Meyer (1973) is re-established through the integration of geography information and is further transformed to several indicators which would be adopted in the framework. This framework consists of seven dimensions: (1) map and globe skill, (2) locational ability, (3) map basic concepts, (4) direction and measurement ability, (5) symbolization ability, (6) mapping ability, and (7) the ability of map use. Every dimension is composed of several indicators. Based on results of content analysis, a map learning framework is proposed and then evaluated by the experts through questionnaire. According to experts’ opinions and statistical analysis of the returned questionnaire, the framework is modified and confirmed. The framework divides map abilities as the required knowledge about map during the elementary schools, middle schools and high schools. In the kernel competency, map ability focuses on concrete operations and what is map during elementary. During middle school years, map ability emphasizes understanding various map concepts and contains important concepts in seven dimensions. The map ability focus on developing students’ synthesis and evaluation and making use of map in life during the high school years. This study provides a flexible framework that could be used as the reference materials when defining the map learning indicators by curriculum standard-setting panel .