• 作者： 王澄霞; 洪志明
• 作者服務機構： 國立台灣師範大學化學系
• 中文摘要： 本研究開發昇華實驗技能精熟學習教材及教學策略，以使學生達到三個連續的學習達成階層：具體、辨認及歸納階層。此教導效果用學生學習進步的情形加以評定，即用前、後測之間、實作成果與測驗成績之間、以及一組實驗活動之間等的正相關來評量。學生學習的進步情形，從一組實驗活動中S曲線向右移動，P曲線向下移動可看出來。紙筆測驗每一試題的CPi值訓都小於0.44。以各題的Pi對CPi作圖，所有試題均位於左上方象限中，此等結果顯示所有試題都良好。三個學習達成階層後測2中每位學生的CSi值都小於0.50和D＊值都低於0.4022之事實，表示學生的學習沒有不正常的現象（如先修技能不足、錯誤學習、不小心犯錯、抄襲或猜測答案等）。紙筆測驗分數高的學生，其昇華實作所得的晶體產率高、純度也高，其一致程度在具體與辨認階層皆為95.6%。這些事實可由每位學生學習的進步情形得到驗證，即沒有學生由已經學會昇華技能變成不會的事實。由以上結果可以顯示本研究所開發的昇華技能精通學習教材及教學策略，對於昇華技能的精熟學習相當有效，適合大二有機化學實驗課程使用。本研究所用的方法，可推廣應用於其他化學實驗技能的教學研究上。
• 英文摘要： Chemistry researeh suPervisors are often frustrated by the faet that students are not wellequipped with the neeessary laboratory teehniques at the start of their researeh programs．Thepurpose of this study 15 to design a method of implementing mastery learning of the sublimationteehnique to develoP students，ability in Performing it eorreetly，as well as using the teehnique tosolve ehemistry Problems they will eneounter later，in other words，aehieving transfer of learning．Instruetional materials and strategies were developed and organized to bring the students uP tothree sueeessively higher learning levels：eonerete，identity，and elassifieatory．The instruetion wasassessed by the degree of learning Progress，whieh in turn was evaluated by Positive eorrelationsbetween two eonseeutive tests，between task performanee and test results，and among the resultsof a set of laboratory assignments．Progress of learning was observed in the rightward shifts of theS－eurves and the downward shifts of the P－curves during a set of assignments．CPj values of allltems Were ICSS thall 0.44．In the plots of Pjvs CP1 all items Were in upper left quadrant．Theseresults indicate that all items were of good quality．An acceptably small degree ofanomalous item Patterns reflected unambiguous instruetion，In eaeh Post－test 2 for thethree levels all the CS　values for individual students were less than 0．50，and all the threeD＊values were less than o·4022·Small Csi andD＊ values indicate an acceptably small degree oflearning diffieulties and erratie studies（careless mistakes，copying or guessing responses）afterinstruetion．Those students（100％for both the conerete and the identity levels，and95．6％for theclassifieatory level）with high seores in the paper－peneil test indeed obtained high yield and highpurity．These facts were consistent with the learning gain shown in individual performanee pro－files．Once the students mastered the teehnique，they kept the ability．The progress of learningobserved as diseussed above indieated the effeetiveness of our implementation method for mas－tery learning of sublimation teehnique．These instruetional materials and strategies were satisfac－tory for the college introductory organie chemistry laboratory course．The methodology used inthis study ean be extended advantageously to the study of instruetion on other chemistryexPerimental teehniques．
• 中文關鍵字： implementing mastery learning; chemistry laboratory technique; criterion-referenced mastery measurement; instruction; sublimation; item-response table; S-P chart analysis
• 英文關鍵字： --