Education Journal



從認知心理學的角度看教科書之編訂

1995.第23卷第2期(Vol. 23 No. 2).pp. 27–49

 

從認知心理學的角度看教科書之編訂

A Cognitive Psychological Perspective on the Design of Textbooks

霍秉坤、黃顯華(Ping-Kwan FOK & Hin-Wah WONG)

摘要

本文嘗試從認知,心理學的角度整理出一套較完整的架構以分析教科書的設計。本文首先強調教科書之重要性,說明改善教科書之編訂有助學生學習,亦列舉教科書出現缺失的例子;最後,以Glynn(1986)之模式為本,探討編訂教科書時應考慮之要素。影響學生學習教科書的設計要素包括課文的編寫、教材組織要素、圖表設計和印刷式樣等。本文只是一次初步的嘗試,有待更多的研究和探討。

Abstract

In this article, a comprehensive framework from the cognitive psychological perspective in the understanding of the design of the textbooks is worked out. Firstly, the importance of textbooks in teaching and learning is discussed. Secondly, studies which confirm the contribution of the improvement of textbook to student learning, and examples of the weaknesses of the textbooks are reviewed. Finally, elements which should be considered in editing of a textbook are discussed. Elements affecting the learning of students are the text, the organization, the illustrations, and the typographical structure of text. The analysis is nonetheless preliminary and further research and discussions are needed.