教科書遇上術語：教科書科學術語釋義類型探析

Textbooks Meet Terms: An Exploration of Explanation Types for Scientific Terms in High School Textbooks

術語是培養學生學科知識核心能力的關鍵詞彙。教科書中術語的闡釋方式，將影響學生對概念學習的理解。本研究旨在探討高中地球科學教科書中術語釋義類型及其在不同版本間的分布差異，採用內容分析法並輔以語料庫分析技術，藉由術語釋義類型分析架構，比較6個不同版本教科書對特定術語的釋義方式。研究發現，教科書中最常見的釋義類型為「描述」和「結果」；不同版本教科書在術語釋義類型的選擇上有所差異；不同的釋義類型傾向採用特定的句型和連接詞進行表述。這些術語釋義類型不僅可視為概念敘事的表達形式，亦可作為教科書編纂、教學實踐與術語審譯之參考依據。基於研究發現，建議教師於教學中強化學生對術語釋義的辨識與理解，以促進學習成效。

 

Terminology plays a crucial role in developing students’ core competencies in subject knowledge. The ways in which terms are explained in textbooks influence students’ understanding of concepts. This study explored the types of terminology explanations found in high school Earth Sciences textbooks and analyzed their distribution across different editions. Using content analysis complemented by corpus analysis techniques, the study examined term explanation methods across six textbook editions based on a typological framework. The findings indicate that the most commonly used explanation types are descriptions and results. Differences among textbook editions were observed in the selection of explanation types. Different types of scientific explanations tend to involve specific sentence patterns and conjunctions. These explanation types not only function as forms of conceptual narration but also provide references for textbook compilation, instructional practices, and terminology review. Given these findings, the study recommends that teachers focus on improving the identification and comprehension of term explanations during instruction to enhance learning outcomes.