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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/9878

Title: 台灣中小學生地圖繪製能力之探究:以2008年環境觀察能力測驗為例
Inquiry of the Elementary and High School Students' Map-drawing Ability: A Case Study on the 2008 Aptitude Test of Environment Observation
Authors: 李明燕;高慶珍
Contributors: 地理學系
Keywords: 地圖教育;衛星影像;地圖要素;地圖構圖
Map education;Satellite image;Map elements;Map layout
Date: 2010-05
Issue Date: 2012-04-30T02:23:06Z
Publisher: 國立臺灣師範大學地理學系
Abstract: 2008 年台灣「國家地理知識大競賽」增闢「環境觀察能力測驗」,實施方式是提供學生測試
區域的衛星影像圖,請學生依據試題給予的情境在測試區域進行現場觀察,再將觀察所得繪製成
地圖。由於這些參賽作品是學生獨立作業的表現,也是理解當前中小學生對於環境觀察與地圖表
達能力的素材,故本研究以探究「環境觀察能力測驗」的設計理念、測驗內容與測驗過程為主,
並於賽後請另一群高中學生進行同樣的測試,以檢測競賽與非競賽之間的差異,進而透過學生所
繪製的地圖瞭解其空間表達能力。研究結果呈現四個特色:(一)在所有學生所繪製的地圖,國中
組作品普遍較國小組作品成熟,也較非競賽高中組為佳;(二)地圖要素的表達,被忽略比例最高
者為註記,正確表達比例最高者為方位,錯誤表達比例最高者為比例尺及註記;(三)色彩的使用,
植物普遍以綠色,建築物則五彩繽紛;(四)圖例的設計,國小學生多以圖畫式符號表達,國高中
學生多運用幾何式符號或文字說明。
The Environmental Observation Ability Test was newly added on in the 2008 “Taiwan National
Geographic Championship”. The implementation of the test includes three steps: First, the students were
provided with satellite image of the test site, graph paper and test item. Second, the students made
thorough observation of the environmental characteristic of the site. Then, they drew a map based on the
satellite image and their observation. These maps are independent works of the students, which serve as
good materials for understanding their abilities of environmental observation, map drawing and space
representation. The purpose of this study was to inquire the design concepts of the test, the test contents
and test process. After the contest group of students finished the test, another group of high school
students were invited to take the same test for comparing the differences between the contest group and
non-contest group. It is through the maps they drew that we could further understand their ability of
space representation. The results of this study reveal four features: First, among all the maps the
students drew, the junior high group’s are more sophisticated than those of the elementary group and
non-contest senior high group. Second, the elements missing most in the representation of the maps are
labels, those most precisely revealed is the orientation, and those most misrepresented are map scale and
labels. Third, plants are generally colored in green whereas architectures are depicted in multiple colors.
Forth, in terms of legend design, elementary students rely on painting symbols while high school
students mainly use geometric symbols or verbal language.
Relation: 地理研究, 52: 27-41
Appears in Collections:[地理學系] 期刊論文

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