教師著作
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Item 英國中學教育地理簡介(教育部人文及社會學科教育指導委員會, 1993-04-01) 沈淑敏Item 「道」的自然與空間﹣﹣老子的地理環境理念 -上-(鵝湖月刊社, 1990-10-01) 潘朝陽Item 我國國中地理課程設計的運作模式和內容選擇原則(國立臺灣師範大學地理學系, 1990-03-01) 陳國川This paper is written in an attempt to construct an operational model for planning the junior middle school's geography curriculum, as well as to suggest some selecting principles of curriculum contents which are applicable to China. In the aspect of construction of the operational model, the first step is to review the latent contents of objectives and process model which are developed by educationalist. In the second step, we discuss some geography curriculum models which are constructed by scholars of geographical education in China and abroad. Finally, base on the results of the review and discussion above, we then construct an operational model for planning the junior middle school's geography curriculum. There are some characteristics in this operational model. First, it is a combination of merits of objectives and process model; second, it has looked after both some outcomes of geographical studies and developing orientation of geographical education; third, it has integrated western educational ideas and traditional features of Chinese culture and society. In the other aspect of selecting principles of curriculum contents, we first induct some selecting principles of contents of general curriculum and social disciplines; then, we analyze four types of geographical knowledge and two syllabuses of textbooks which are used in elementary and secondary schools in U.S.A.; third, we review the essential spirit of Chinese junior middle school's geography education objectives; finally, relied on the results of induction, analysis and review, we then suggest some selecting principles of the curriculum contents of Chinese junior middle school's geography. Those principles are: 1. it must accord with those selecting principles of general curriculum and social disciplines;2. the subjectives of curriculum contents of the junior middle school's geography must be the way of life of inhabitants who live in the important regions of China, or live in the important countries of the world; 3. when it describes the way of life, it must introduce some geographical concepts, generalization or theories, as well as some geographical skills and methods which are helpfull to understand those concepts, generalization or theories.Item 高中高職聯考地理科試題的品質及其對國中地理教學正常化的影響(國立臺灣師範大學地理學系, 1993-06-01) 陳國川; 翁國盈This study is based on the viewpoint of practice. It is the attempt to evaluate the influ-ence of geography questions in the joint entrance examinations of senior high schools and voca負ional schools on geography teaching normalization of junior high schools. The approach includes (1). evaluating the quality of geography questions in several categories of joint entrance examinations 1992;(2) analysing the content validity and structural form of geography questions in the stage examinations of junior high schools 1991;(3) investigating the geography teaching situation in junior high schools. The result reveals as the following: 1. The quality of geography questions in the joint entrance examinations of public senior high schools and vocational schools has been improved a lot through endeavour for more than 10 years. But the content validity and structural form of geography questions in the joint entrance examinations of junior colleges still need a further improvement. 2. The content validity and structural form of geography questions in the stage examina負ions of junior high schools are not so good as we expect. It reflects that the content and direction of geography teaching in junior high schools still have some problems. 3. Certainly the content and quality of geography questions in the joint entrance examina負ions affect the teaching direction in junior high schools. But apparent improvement of geogra計hy questions has only been done in the joint entrance examinations of public senior high schools and vocational schools, the effect of guiding a normal teaching is not obvious yet. 4. The reasons that the effect of guiding a teaching normalization is not satisfactory are (1) the quality of geography questions in the jojnt entrance examinations of junior colleges is not improved simultaneously; (2) the authorities of educational administration and geography teach苟rs in junior high schools do not comprehend completely that the evaluation and teaching are indivisable parts in a whole teaching process. Evaluation belongs to evaluation, and teaching belongs to teaching, consequently both of teachers and learners will not focus their concentra-tion on the proper objectives and points of emphasis.Item 臺灣省立高職職考地理試題的項目分析(國立臺灣師範大學地理系學會, 1993-06-01) 陳國川; 翁國盈Item 我國國中地理教材的主題和地理概念分類(國立臺灣師範大學地理學系, 1991-03-01) 陳國川Through the reflection and discussion of the problems such as the aims of education of junior middle school, objectives of geographical education of junior middle school, editing and compiling tradition of geography textbook of junior middle school, the contribution of geography curriculum to school education, and the development of regional geography in recent ten more years, this study finds that no matter from the point of academic development of geography, or the mission taken by geography curriculum in school education, the regional geography should be the main theme of subject matter of our junior middle school's geography curriculum. Secondly, in order to convert the structure of knowledge of geography smoothly to the structure of regional geography subjects and take off the condition that the same concepts upsurge repeatedly in different units and similar geographical facts show among the texts in the traditional regional geography textbooks, this study through the analysis of structural elements of geography knowledge and the review of the classifica-tion method of cognitive concepts have presented one geographical concept classification system which can not only maintain the completeness of geographical knowledge system, but also cope with the development of students' cognitive ability. By using this classification system a geographical educator is able to merge properly the most basic and most meaningful geographical concepts to the synthetic description of regional specificity (ex. modus vivendi) in order to make our junior middle schools' geographical education, through the learning of geographical concepts and the cognition of regional specificity, achieve the goal of our junior middle schools' education effectively.Item 地理教學目標的設計(國立臺灣師範大學, 1984-04-01) 施添福; 陳國川Item 淺談地理課程設計(國立臺灣師範大學, 1988-04-01) 歐陽鍾玲Item 「圖片」在地理教學上的應用(國立臺灣師範大學地理學系, 1988-03-01) 歐陽鍾玲Picture is one of the best and efficient tools in geography teaching, especially in the early period of geography education. Using pictures will help students to train themselves to obtain better geographical skill, in telling location, orientation, distance and scale. But systematic application of picture in textbook is difficult task. A test using 8 color pictures and 18 questions for primary school students is conducted in order to understand their comprehension of the picture. The results review that the students (basically without training) response the questions with diversified answers, particularly, for those questions that need special trainings. It is suggested that education geographers shold put more time and effort in this aspect in order to improve picture application in geography teaching.Item 學習地理的能力探討(國立臺灣師範大學, 1984-04-01) 歐陽鍾玲