GIS輔助高中河川地形教學適用性評估

Abstract

本研究以99年普通高級中學必修科目「地理」課程綱要中之河川地形、地形及人類生活與地形辨識等主題進行GIS輔助河川地形教材編纂，進而比較GIS輔助教學對於不同能力水準的學生在認知與技能的學習成效差異，並引用奧蘇貝爾的意義學習論探討其成因。研究結果顯示GIS輔助教學對於高能力水準的學生，主要在於增進應用、分析與地形判讀技能；低能力水準的學生受益於抽象概念視覺化，得以增進知識與理解能力。此現象成因在於高能力水準學生擁有較佳的要領概念，面對GIS提供的大量資訊，能從中抽取關鍵概念形成前導組織，提昇分析、應用與技能能力；低能力水準的學生因要領概念有限，則偏向較低階的知識與理解能力提昇。GIS應用於河川地形教學上具有以下優勢：優異的資料整合、快速的資料查詢、鮮明的資料對照、連續的資料呈現、直觀的思考引導、即時的教學互動與整合的思考訓練，研究結果可供相關教育人員教學與研究之應用。

The research compares the diverse learning outcomes of teaching fluvial morphology with GIS in senior high school students at different ability levels, under the framework of Ausubel’s meaningful learning theory. This study adopted single-subject experimental design and thirty-seven tenth grade students were randomly selected as subjects. In the first semester, these students received the traditional narrative teaching method and pre-test. After four months, the same students were received teaching with GIS intergraded with the concerning teaching resources and post-test. After experiment ended, these students had superior equal post-test grade with more standard deviation than pre-test. Comparing with these students with lower ability level get the more rises in epistemic and comprehensive abilities, those students with higher ability level, had better performances in applied, analytic abilities and topographic judging skills. According to Ausubel’s theory, due to the substantial superordinate concept, those students with higher ability can improve their applied, analytic abilities and topographic skills by constructing advance organizer with key concept from complicated information supplied from GIS. However, students with lower ability level only can improve epistemic and comprehensive abilities by building limited advance organizer because of unsubstantial superordinate concept. GIS applied to teach fluvial morphology has following adventures: excellent data integration, fast data search, distinct data contrast, serial data presentation, intuitional thinking guidence, instant teaching interaction and integrated thinking trainig. Finally, according to research results, we provide suggestions and potential issues to teachers and concerning educational researchers.