利用S-P表分析高中生地圖技能 以一個班級為個案研究

Abstract

利用地圖可以訓練學生的分析、整合、處理資料等能力，學生讀圖能力的好壞與其是否能學好地理是息息相關的，研究高中學生的讀圖能力，可以反映國人學習地圖最後階段的實力。 本研究利用一份地圖技能試題及91-95大學入學考試學科能力測驗中地理科地圖命題的題目彙整後施測，將學生測驗結果，利用學生-問題得分表（S-P chart）研究高中學生之地圖能力。本研究使用學生-問題得分表分析學生解讀地圖的能力，得以呈現以往僅用信度、效度、難度、鑑別度分析所無法突顯的個別差異，診斷出了班級學生個別及整體之學習困難處。 高中生應具之地圖能力如下：座標定位能力方面，能利用經度，做不同時區的時間換算；空間方向知覺方面，能做方向的測量，且能辨識方位角與方向角；量測能力方面，能做比例尺的換算；符號化能力方面，認識各種地圖類型，並利用圖例解讀地圖，等高線判讀的能力應加深至能辨識火山、冰河、石灰岩、河谷、山稜線……等；操控能力方面，應較國中學生成熟，能從等值線圖分析地理現象。 研究結果如下：學生對於大範圍主題地圖的掌握較佳，對於等高線地形圖的掌握較差，得知學生在地圖技能的判圖訓練不夠熟練。另外，等高線地形圖的考題變化多，可以結合多項主要概念命題，會使一些地圖技能不佳的學生感到困難，而地圖技能較佳的學生表現較好，具鑑別力。

Students can learn about geographical phenomena from maps, which can be used to train students’ ability to organize, analyse, and interpret data. Therefore these abilities are strongly related to whether students can learn geography well or not. Moreover, students learn how to read maps at the final stage of their schooling, and that is why it is necessary to know their achievement in map reading as a measure to gauge their geographical knowledge. By using the theme of senior high school textbooks as a framework, this study shows the strengths and weaknesses of students in their ability in map interpretation. In accordance with the characteristic of map interpretation written by Meyer (1973), and the curriculum standard rules of senior high school geography textbooks, the following criteria should be included as follows: Ability to know how to calculate time difference by longitute and measure directions, understand what is “whole circle bearing” and “reduced bearing” as spatial orientation ability, convert scales by using a map in measurement ability, recognize different types of maps and different symbols in the maps especially in different types of contour topographic maps.By using the “student-problem (S-P) chart” which is properly used in formative and diagnosis tests, we can see different individual response pattern of the students, as an indicator of the map reading ability of senior high school students. The results show that students get better grades in the questions of spatial orientation type, and get worse grades in contour topographic map. Most of the students find it difficult to combined different concepts in the questions of contour topographic map type. A major conclusion is: an understanding of contour topographic map reading ability of students may be able to improve the map education and to make educational innovations more successful.