大學入學考試地理資訊試題分析

Abstract

自民國88年開始實施的高中地理新課程，高三上學期選修地理的課程有60％ 的內容與地理資訊有關，而95年新課程更將地理資訊納入高一課程。面臨資訊時代來臨及國際競爭，高中學生的地理資訊技能是未來公民的基本素養，然而相關研究尚不普遍。地理資訊在課程上的重視也反映在入學考試上，近幾年來，地理資訊試題陸續見於入學考試的地理科上。現行大學多元入學考試測驗目標在於檢測考生應具備的學科知識，以及對於資料的閱讀、判斷等能力，推理、分析等思考能力，表達能力及學科知識的應用能力。而地理資訊試題是否能適切地反應教學目標和教材內容， 達到真正檢驗學生是否具備「地理資訊」的能力？本研究以近年大學入學考試中心的測驗結果為素材，探討地理資訊受重視的情形、學生的認知成就、試題的適切性以及教學可提升之處。本研究從相關大學入學考試中挑選出地理資訊相關試題，針對題目內涵及作答情形進行統計分析，探討地理資訊類試題之比重、通過率、鑑別度與概念的配置情況。研究結果顯示地理資訊試題的通過率與鑑別度均略高於整體試題平均，然無顯著差異。透過個別試題的選項分析，本研究進一步找出教學難點、迷思概念，並提出高中地理資訊教學之相關建議。

Facing the information era and increasing international competitions, the proficiency of geographic information of senior high school students is a fundamental quality of future citizens. Yet, such issues have not attracted much research interest. This research uses the test result of College Entrance Examination as material to explore the ratios, accomplishment of students, and adequacy of questions related geographic information subjects. We first identified and selected questions related to geographical information from the questions sheets. The difficulty, discrimination, and distribution of items of these selected questions were further analyzed. The results of such analysis indicate that the difficulty and discrimination of the questions are slightly higher than the average while not significant statistically. Based on analysis of individual questions, we further identified the difficult concept and myths of geographic information subject and made suggestions to high schools geography education.