我國國民中小學科學教科書科學詞彙之差異比較

The Comparison of Science Vocabulary in Taiwan Primary and Middle School Science Textbooks

科學教科書的科學詞彙是科學概念的重要表徵，但卻也經常造成學生的理解困難。本研究運用語料分析方法比較我國國民中小學不同學習階段與不同版本科學教科書之科學詞彙數量、性質及類別之差異，以了解科學教科書中科學概念分布情形及其發展脈絡，提供教科書編輯與科學教學之參考。研究發現科學教科書之科學詞彙數量明顯分布於國中階段，易造成國中學生概念理解的負擔。不同版本教科書之詞彙多樣性與詞彙密度相近，反映教科書內容具有高度同質性。科學詞彙類別則呈現科學教科書共有與獨有之科學詞彙，提供教師作為科學詞彙教學的參考。最後，本研究建議科學教科書應考量不同學習階段科學詞彙之分布差異，不同版本科學教科書應增加內容多樣性，教師在科學教學上應關注學生對科學詞彙的概念理解。

Science vocabulary in science textbooks is the important representation of scientific concepts, however it also frequently makes students fail to understand. Therefore, this study aimed to explore the differences of science vocabulary among the primary and middle school science textbooks from the aspects of type, token, lexical diversity, lexical density, common vocabulary, and unique vocabulary through the corpus-based analysis. The results showed that the science vocabulary significantly distributed in middle school science textbooks, which would cause a heavy burden of scientific conceptual understanding for middle school students. The lexical diversity and lexical density in science textbooks were similar, which indicated the content of science textbooks was highly homogenous. Additionally, the common and unique science vocabulary had been presented to provide teachers as a reference for science vocabulary teaching. Finally, the study suggested that science textbook writers should appropriately deploy science vocabulary in each learning stage and increase the content diversity of science textbooks. Teachers should pay more attention to students’ conceptual understanding of science vocabulary in science teaching.