概念教學對概念發展的實驗效果--階次理論模式的概念教學實驗

An Experimental Study of Concept Teaching

本研究旨在研發概念教學的模式與系統，並進行實驗，以驗証所研發的概念教學系統的有效性與可行性。承續上一階段所完成的概念發展水準及相關因素的探討，並參考Robert D.Tennyson及Herbert J.Klausmeier的概念教學理論，設計完成一種本國適用的概念教學模式，據以編製概念教學實驗教材，訓練概念教學人員，利用上階段所開發完成的「概念發展測驗」，並配合教材編製學科單元概念測驗，溝通行政系統，建立概念教學系統。然後依據教育實驗研究原理，採用「實驗組控制組前後測設計」，在國中一年級、國小五年級、四年級隨機抽選計十二班，共進行五科目的概念實驗教學。各科目分別任選一班為實驗班，另兩班分別為控制班，進行為期4-8週的教學。將所蒐集到的資料進行ANOVA、ACOVA、與迴歸分析。結果証實概念教學的確能提昇概念的學習與發展、發現概念教學實驗因科目性質與學習者特性，也因所運用的教學方法，而有不同的效果。據此，提出建議作為教育的參考。

This experimental study was attempted to develop a concept teaching system to facilitate concept development for primary school and junior high school students in Taiwan. Basing on the findings and understanding revealed， and utilizing “the Concept Development Battery” constructed， in the 1st phase of this project， this author has constructed a model of concept teaching (CTM) patterned with Tennyson’s and Klausmeier’s ones. Following this model， this author and the team has constructed a Concept Teaching Program (CTP) including teaching objective， teaching materials， teaching guide， teaching media， and evaluation instruments， etc. In order to verify CTM and CTP’s feasibility， applicability， and effectiveness on concept development， an experimental intervention was conducted with “pretest and posttest control groups design” to 12 classes from 5 schools in Kaohsiung city schools. By ACOVA and Multi Regression， the major findings and results were as follows. 1.The CTP in this project did improve substantially and significantly of the concept development in general. The intervention effects can last quite a long period， shown in a follow up evaluation a couple of months after intervention ended. 3.The intervention effects varied with teaching subjects， grades， intervention duration， and in a few cases， also with intelligence levels. 4.Use of teaching approaches， i.e. Inductive Discovery Approach and Deductive Expository Approach which were used alternatively to adapt to students and teaching subject characteristics multiplized effects in concept development. The former approach tends to better formulative concept level development， while the later tends to facilitate the indentity level and classifactory level.