文本知識編排順序對國中學生遺傳學閱讀理解的影響

我國教育部開放民間出版國民教育教科書後，各家教科書在編寫方式或知識順序的安排，呈現多元化的面貌。從閱讀理解的角度看，教科書的知識編排順序如何和學生的概念結構互動，是值得研究的。本研究依據現今教科書編排及相關研究建議，就遺傳學內容，設計三種不同知識編排的文本，利用所開發的學習成就測驗，比較各文本對國中學生閱讀後遺傳學知識的理解。結果發現本研究文本知識的編排順序會影響國中學生遺傳學知識的理解。學生知識理解的差異主要是在遺傳學相關的分類性理解知識和區辨性分析知識。學生普遍對通則性定義的試題有較好的測驗表現，對分類性理解和區辨性分析的試題則表現較差。建議編寫國中科學教科書的遺傳學內容時，應考量知識的編排順序和知識範圍的連結。

The Ministry of Education opened up the opportunity for private publishers to compile textbooks for compulsory education. How the knowledge composition of the text interacts with students’conceptual structure becomes an important issue. In this study, in terms of junior high school students’ comprehension of genetics knowledge, a comparison was made among three texts, which have different genetics knowledge sequences parallel to related theories. The results of the present study indicated that the knowledge sequences of texts significantly influenced students’comprehension of genetics knowledge. The difference of comprehension mainly centers on the knowledge in the classified and discriminated scopes. Furthermore, the results revealed that genetics knowledge in the generalized scope is easier than knowledge in the classified and discriminated scopes. It was suggested that when science textbook is to be compiled for junior high school students, the knowledge sequences and the connections within concept scopes should be considered.