國民中學生物科教學診斷－73學年度國中生物科學習情況

AN EVALUATION OF INSTRUCTION IN JUNIOR HIGH SCHOOL BIOLOGY -FROM THE SURVEY CO-SPONSORED BY THE NATIONAL SCIENCE COUNCIL AND THE MINISTRY OF EDUCATION 1985-

配合行政院國家科學委員會與教育部合辦之73學年度國民中學學習情況調查，設計國民中學生物科成就測驗（Crondach's α=0.84），隨機取樣抽測臺灣地區共86所國民中學之一年級學生17,200人，再從中抽樣972份考卷為樣群，以項目分析法逐題分析，以了解國中生 物科教學上及學習上的問題。結果發現教學上較大的缺失有：（1）只顧實驗結果之記憶，而忽略過程之了解；（2）注重片斷知識，而忽略統整綜合所學知識知能 力；（3）注意查表（如檢索表）或計算方法之反覆練習，而忽略其所根據之原理法則等。
再以北部三校學生（n=320）為樣群，以同地區學校之「教學模式實驗班」為對照（n=392），用團體嵌圖測驗（Witkin等，1971）分數為共變 量，就「知識」、「歸納性思考」及「擴散性思考」等三項依變數，進行共變數分析（ANOCOVA）及鄧肯氏新多重差距檢定，結果顯示：教學模式實驗班無論 在知識、歸納性與擴散性思考的成就上，均優於樣群（p＜0.01）。

A planned achievement test for junior high school biology (Cronbach's α = 0.84} was applied to evaluate the instruction of junior high school biology in Taiwan under the co-sponsorship of the National Science Council and the Ministry of Education. Randomly collected samples (n = 972) from randomly assigned 17，200 testees from 86 junior high schools were analyzed. The results of item analysis revealed the following weaknesses in our biology instruction: (1) it only emphasized memorization of the products (results)， and neglected their understanding of the processes of the experiments; (2) it only paid attention to the rote learning of specific knowledge， and neglected the intergration or synthesis of knowledge learned; (3) it was only concerned about technique of calculation， and neglected the understanding of related concepts or principles， etc.
In the final part of the study， the subject group on the northern part of Taiwan (n = 320) were compared with the experimental classes of instructional models (n = 392) in the same school districts. Analysis of covariate and Duncan's new multiple range test indicated that the experimental group dominated significantly (p < 0.01) over the sample group on all measured dependent variables: the achievement of knowledge gain， inductive thinking and divergent thinking skills.