教師著作
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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 國中本國區域地理的整合式教學(國立臺灣師範大學, 1988-06-01) 陳國川; 姚翰玲本文的主要目的，是評估「整合教學模式」在本國區域地理教學上的有效性。整合教學模式是一種同時整合教學目標、教學活動和教學評量等教學過程，以及同時整合認知、技能和情意目標等學習領域的教學法。其基本精神是：教學目標以地理課程目標和地理教材為設計的基礎；教學活動以學生為中心，且貫穿認知和情意二個領域；教學評量以教學目標和教學活動為設計的依據。評估的結果顯示，整合教學模式不僅增加了學生學習區域地理的興趣和意願，同時也有助於認知、技能和情意等教學目標的達成。另一方面，評估的結果亦發現，以整合教學模式從事區域地理教學，其教學過程的一貫性，卻常受偶發的校內或校外課外活動的干擾。Item 中學地理科的整合教學模式與命題模式(臺北市教師研習中心, 1993-02-01) 施添福; 陳國川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 「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.