1998 1997 2000 2000 2002 76 69.4 58.9 26.2 23.4 1
19.8 2002 9 30 10 25 73.28 2002 2002 2003 2003 2003 1980 2004 2
1995 1986 3
2001 1 158 2003 8 189 1986 6 6000 34000 2002 1990 2004 4
reading preference 2002 2003 161 165 169 29 5
6
1998 2002 2001 Downing and Leong1982 1992 decoding comprehension Carver1973 1997 1. decoding 7
2. 3. 4. 1995 1992 1. 2. 3. 4. 5. 8
1. 2. 3. 1. 2. 3. 1998 9
2004 2003 10
1996 WEF 2003 2003 1995 1998-1999 1998 2003 1900 Cattell1886 1997 1960 11
1996 1992 1992 1994 2003 1992 12
OK4R SQ3R 2001 1.OK4R overview keyideas read recall 2.SQ3R survey question read recite review 3. Wwhowhatwhenwherewhywhichhow 4. 1978 1992 1. 2. 3. 75-85 4. 13
profession growth 2000 teacher professional growth 1997 2002 2003 14
1994 2002 2003 2001 2001 2003 Erikson 2001 2002 15
1994 1997 1997 2001 2002 2001 2002 2003 2001 2003 1997 1997 1994 2001 2001 2002 2001 2001 1997 2003 2002 1997 2001 16
1994 2001 2001 1997 1994 2002 1997 2002 1994 12 1997 1997 2002 17
2000 1994 2003 2000 1997 1988 2000 2001 2003 18
2003 13 2000 2001 2001 24.5 2001 9.7 19
Yore and Shymansky1991 2001 1990 2000 2000 1994 2001 Mallow1991 20
1. 2. 1992 2003. 1993 2005 1996-21
2000 1. 2. 3. 2000 1970 22
1983 1991 2000 23
1986 4 2002 1 2 6 78 2002 24
2000 2000a 2000 2005 1997 2000 1997 25
2000 2000 2001 2000 2000 1998 2000 26
1994 2000 1994 2000b 2000b 27
1996 Marland, Patching, Putt and Store1984 1993a 1. 2. 3. 4. 5. 1996 Douglas Waples Stephen1982 28
prior knowledge 1993 content knowledge demain knowledge 1997 1993 Meyer 2003 29
1985 motivation 1996 Masiow hierarchy of need theory MeClelland Atkinson achievement motivation theory Frank Hatt1976 1996 30
1996 1993b 1 2 2002 2002 31
2001 2001 1. 2001 2001 2000 32
1996 2002 2001 2002 2002 632 text 33
2000 Peeck1993 2000 1996 Evans, Watson, and Willows 1987 2000 Roth, Bowen, and McGinn1999 34
2000 Gracia1993 2003 1. 2. 3. 4. Hartley1987 1993a 35
2003 1995 1996 2000 36
1996 Meyer 1993 2000 37
1993a text structure 2000 1996 1995 expository narrative 1990 1995 38
1995 1996 1995 2003 1995 1996 1995 2003 1993b 1. 2. / 3. 4. 5. / Roth et al. 1999 39
Hunter, Crismore and Pearson 1987 Roth et al.1999 2-5-1 1. 2. 3. 4. 5. 6. 7. 1998 1. 2. 3. 40
4. 5. Evans et al.1987 Hunter et al. 1987 1. embellish 2. reinforce 3. elaborate 4. summarize 5. compare 41
2-5-1 Hunter, Crismore and Pearson 1987 sequential graphs Roth, Bowen and McGinn1999 system-causal model tables and charts table classification table numerical data table statistic maps map histogram quantitative graphs scatter plot scatter plot points connected scatter plot +bestfit scatter plot +model plot of mathematical simulation diagrams drawing-naturalistic graphical photograph + micrographs verbal visual displays equation-mathematical model 42
Dwyer1978 Realism Theories Relevant Cue Hypothesis Levie and Lentz1982 Hunter et al. 1987 Schnotz1993 Hunter et al.1987 Schnotz1993 43
Gracia1993 2003 type photography colorful illustration informational graphic white space visual display Hunter et al 1987 1. picture-text 2. picture-picture 3. mixed text-dominant 44
4. mixed art-domimant 5. visual display/text 6. double visual display 7. all-text Evans et al.1987 1. above 2. below 3. beside 4. above & beside 5. below & beside 6. above, below & beside 7. superimposed 8. above & super 9. below & super 10. beside & super 11. above, beside & super 45
12. below, beside & super 13. above, below,beside & super 14. whole page illustrated 46
3-1-1 3-1-1 47
3-1-2 ( ) 48
20 49
50 3-1-2
1986 4 1986 6 2002 1 2 6 2002 2 2004 1989 1996 51
1986 6 19 1989 6 121 1998 1 128 1998 8 2002 179 2002 10.. 2002 2001 2003 189 179 2001 1 158 2003 8 161 165 169 29 179 184 29 260 3-2-1 52
3-2-1 1 90.01 158 7 2 90.02 159 11 3 90.03 160 9 4 90.04 161 5 90.05 162 10 6 90.06 163 8 7 90.07 164 10 8 90.08 165 9 90.09 166 11 10 90.10 167 11 11 90.11 168 11 12 90.12 169 13 91.01 170 8 14 91.02 171 9 15 91.03 172 11 16 91.04 173 10 17 91.05 174 8 18 91.06 175 9 19 91.07 176 11 20 91.08 177 10 21 91.09 178 7 22 91.10 179 8 23 91.11 180 7 24 91.12 181 8 25 92.01 182 8 26 92.02 183 7 27 92.03 184 10 28 92.04 185 7 29 92.05 186 10 30 92.06 187 7 31 92.07 188 7 32 92.08 189 10 29 260 53
爲 2000 1996 1-4 5 1-4 5 3 3 3 3 24 54
3-3-2 Kappa Kappa K z z>2.33 p<.01 3-3-1 K 3-3-1 k z K 0.81 13.99** 0.75 8.48** 0.20 3.21** Kappa **p<.01 55
56 2003 3-3-3 3-3-3 178 167 167 57.8 43.2 178
54 46 167 178 57
3-3-2 cm 2 cm 2 1 2 3 4 N 58
3-3-3 158 16.6% 16.9% 16.6% 16.6% 16.6% 0.0% 16.6% 66.7% 33.3% 159 21.8% 6.5% 14.2% 21.0% 14.2% 6.6% 15.8% 63.5% 36.5% 160 13.8% 31.0% 0.0% 32.2% 0.0% 0.0% 23.0% 77.0% 23.0% 162 21.3% 26.5% 15.0% 15.0% 15.0% 7.3% 0.0% 77.7% 22.3% 163 41.8% 10.1% 0.0% 32.1% 16.0% 0.0% 0.0% 84.0% 16.0% 164 32.0% 21.8% 15.4% 15.4% 15.4% 0.0% 0.0% 84.6% 15.4% 166 41.8% 18.1% 9.5% 18.2% 0.0% 6.3% 6.1% 87.6% 12.4% 167 19.6% 13.4% 10.3% 14.4% 14.4% 5.4% 22.4% 57.8% 42.2% 168 23.4% 14.7% 9.0% 14.5% 14.5% 7.1% 16.8% 61.6% 38.4% 170 25.7% 26.2% 18.5% 18.5% 11.2% 0.0% 0.0% 88.8% 11.2% 171 24.8% 15.0% 15.1% 15.1% 14.9% 15.1% 0.0% 70.0% 30.0% 172 36.6% 13.7% 13.8% 13.8% 7.6% 5.8% 8.6% 77.9% 22.1% 173 47.8% 15.9% 15.0% 0.0% 15.0% 0.0% 6.4% 78.6% 21.4% 174 45.1% 32.4% 16.3% 0.0% 0.0% 6.2% 0.0% 93.8% 6.2% 175 33.7% 15.9% 15.9% 15.9% 18.5% 0.0% 0.0% 81.5% 18.5% 176 34.0% 20.4% 14.3% 14.3% 14.3% 0.0% 2.8% 82.9% 17.1% 177 15.2% 0.0% 30.5% 15.3% 20.7% 11.1% 7.2% 61.0% 39.0% 178 28.6% 17.9% 7.4% 0.0% 17.9% 0.0% 28.1% 54.0% 46.0% 179 38.9% 44.4% 0.0% 16.7% 0.0% 0.0% 0.0% 100.0% 0.0% 180 27.9% 14.3% 19.3% 0.0% 19.3% 19.3% 0.0% 61.4% 38.6% 181 41.1% 26.6% 26.4% 0.0% 0.0% 5.9% 0.0% 94.1% 5.9% 182 27.6% 17.6% 0.0% 18.0% 36.8% 0.0% 0.0% 63.2% 36.8% 183 24.8% 18.5% 18.9% 18.9% 18.9% 0.0% 0.0% 81.1% 18.9% 184 38.3% 22.4% 16.3% 0.0% 23.0% 0.0% 0.0% 77.0% 23.0% 185 34.1% 30.3% 15.5% 0.0% 20.1% 0.0% 0.0% 79.9% 20.1% 186 47.8% 15.6% 0.0% 0.0% 7.4% 10.9% 18.4% 63.4% 36.6% 187 54.1% 15.1% 0.0% 0.0% 30.8% 0.0% 0.0% 69.2% 30.8% 188 51.6% 9.4% 19.5% 0.0% 19.5% 0.0% 0.0% 80.5% 19.5% 189 40.3% 15.5% 12.7% 15.8% 15.8% 0.0% 0.0% 84.2% 15.8% 59
60
3-4-1 1. 2. 3. 61
3-4-1 62
4. 5. 6. 7. Hunter et al. 1987 equential graphs quantitative graphs maps diagrams tables and charts verbal visual displays Roth et al. 1999 equation photographs drawing diagrams classification table numerical data table statics table scatter plot histogram 1. photograph 3-4-2 2. diagram--naturalistic 3-4-3 3. map 3-4-4 4. table --classification 3-4-5 5. table-statistic 3-4-6 6. equation 3-4-7 7. 3-4-8 8. other 3-4-9 63
1. Lithothamnium simulans 3-4-2 2. Noctiluca sp. 0.2 3-4-3 64
2. - 3-4-4 UT Z H R Ignacio Ferrin 11 17 16 30 11 18 00 30 350 David Asher, 11 18 10 01 11 18 18 01 9000 Rob McNaught 11 18 17 31 11 19 01 31 15000 2000 11 18 18 19 11 19 02 19 Peter Brown 11 18 16 54 11 19 00 54 1. David Asher Rob McNaught 2000 3 3-4-5 A t a y a l S a i s i a t B u n u n T s o u P a i w a n R u k a i P u y u m a A m i A t a y a l 3. 2 3. 9 2. 3 3. 6 4. 1 3. 3 5. 6 S a i s i a t 6. 3 7. 0 8. 6 9. 4 7. 7 9. 4 B u n u n 8. 1 8. 1 8. 8 8. 6 1 6. 0 T s o u 5. 0 4. 8 3. 7 5. 3 P a i w a n 0. 5 a 1. 3 6. 9 R u k a i 0. 8 a 5. 4 P u y u m a 3. 6 A v e r a g e 3. 7 7. 7 8. 5 5. 2 4. 9 4. 8 3. 6 7. 5 3-4-6 65
10. 3-4-7 3-4-8 1. 24 3-4-9 66
Hunter et al1987 Schnotz1993 1. embellish 3-4-1 3-4-1 167 8 67
2. reinforce 3-4-2 3-4-2 159 3 68
3. elaborate 3-4-3 3-4-3 167 5 69
4. summarize 3-4-4 3-4-4 177 2 1968 1993 70
5. compare 3-5-5 3-4-5 168 6 UT Z H R Ignacio Ferrin 11 17 16 30 11 18 00 30 350 David Asher, 11 18 10 01 11 18 18 01 9000 Rob McNaught 11 18 17 31 11 19 01 31 15000 2000 11 18 18 19 11 19 02 19 2000 2001 2000 199819992000 Peter Brown 11 18 16 54 11 19 00 54 71
72
. 73
74
4-1-1 90 63 26 20 30 13 18 260 34.6% 24.2% 10% 7.7% 11.5% 5% 6.9% 100% 4-1-1 34.6% 90 24.2%63 11.5%30 75
2003 4-1-2 12 1 2 0 2 3 4 24 50.00% 4.17% 8.33% 0.00% 8.33% 12.5% 16.67% 100% 4-1-3 32.8% 4-1-1 50 4-1-2 4-1-3 90 63 26 20 30 13 18 46693.4 26569 18038.1 15993.3 21064.5 5343.72 8823.3 32.8% 18.6% 11.2% 12.7% 14.8% 3.7% 6.2% 518.82 421.7 693.8 799.7 702.2 411.1 490.2 76
4-1-3 799.7 702.2 693.8 4-1-5 4-1-4 4-1-4 90 63 26 20 30 13 18 466 383 135 232 138 31 65 32.1% 26.4% 9.3% 16.0% 9.5% 2.1% 4.5% 5.18 6.08 5.19 11.6 4.6 2.38 3.61 4-1-4 32.1%466 26.4%383 16%232 4-1-4 11.6 6.08 / 77
5.18 / 2.38 2003 4-1-2 4-1-5 90 63 26 20 30 13 18 14754.4 10490.6 5617.4 7474.5 6510.3 963 2077.6 30.8% 21.9% 11.7% 15.6% 13.6% 2.0% 4.3% 163.9 166.5 216.1 373.7 217.0 74.1 115.4 4-1-5 30.8%14754.4 21.9%1049.6 15.6%7474.5 4-1-5 373.7 / 217.0 / 216.1 / 74.1 / 78
4-1-6 77.9 1130 14.3 208 4-1-6 1130 208 25 52 7 12 8 8 1450 77.9% 14.3% 1.7% 3.6% 0.5% 0.8% 0.6% 0.6% 100% 79
4-1-7 37% 38.5%52 8.2%19 4-1-8 76.6 1110 11.4 165 5.9 86 Reinforce 80
4-1-7 375 80.6%68 14.6%0 0.0% 7 1.5% 1 0.2% 5 1.1% 5 1.1% 4 0.9% 465 363 94.8%18 4.7%0 0.0% 2 0.5% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 383 50 37.0%52 38.5%2 1.5% 18 13.3% 3 2.2% 6 4.4% 3 2.2% 1 0.7% 135 171 73.7%41 17.7%19 8.2% 0 0.0% 1 0.4% 0 0.0% 0 0.0% 0 0.0% 232 83 59.7%26 18.7%4 2.9% 20 14.4% 2 1.4% 1 0.7% 0 0.0% 3 2.2% 139 25 80.6%1 3.2%0 0.0% 5 16.1% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 31 63 96.9%2 3.1%0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 65 81
4-1-8 165 1110 86 21 68 1450 11.4% 76.6% 5.9% 1.4% 4.7% 100% 4-1-9 4-1-9 52 11.2% 375 80.6% 16 2.8% 6 1.9% 16 3.4% 465 36 9.4% 320 83.6% 4 1.0% 1 0.3% 22 5.7% 383 10 7.4% 93 68.9% 21 15.6% 4 2.2% 7 5.9% 135 20 8.6% 166 71.6% 31 13.8% 4 0.0% 11 6.0% 232 22 15.8% 90 64.7% 16 11.5% 7 5.0% 4 2.9% 139 6 19.4% 25 80.6% 0 0.0% 0 0.0% 0 0.0% 31 19 29.2% 41 63.1% 0 0.0% 1 1.5% 4 6.2% 65 4-1-9 4-1-10 4-1-7 82
4-1-10 142 12.6% 931 82.4% 18 1.6% 0 0.0% 39 3.5% 1130 8 3.8% 131 63.0% 39 18.8% 11 5.3% 19 9.1% 208 0 0.0% 1 4.0% 21 84.0% 2 8.0% 1 4.0% 25 15 28.8% 34 65.4% 1 1.9% 2 3.8% 0 0.0% 52 0 0.0% 1 14.3% 0 0.0% 3 42.9% 3 42.9% 7 0 0.0% 3 25.0% 4 33.3% 2 16.7% 3 25.0% 12 0 0.0% 8 100.0% 0 0.0% 0 0.0% 0 0.0% 8 0 0.0% 1 12.5% 3 37.5% 1 12.5% 3 37.5% 8 4-1-10 83
4-2-1 4-2-1 4 7 6 4 6 2 1 4 TOO03 TOO03 TOO03 TOO03 84
85 Stephen1982 obias1994 7 KYC02 KYC02 KYC02
KYC02 obias1994 KOO03 KOO03 KOO03 2000 6 TYO02 86
TOC02 TOC02 TOO03 TOO03 TOO03 TOO03 87
KYO03 KOC02 KYO03 KYO03 KYO03 KYO03 KYC02 KYC02 KYC02 KOC02 88
6 TOC01 TOC01 TOC01 TOC01 TYO01 89
TYO01 TYO01 TYO01 KYO02 KOC01 KYO02 KYO02 KYO02 KYO02 KYO02 KYO02 90
KOC01 KOC01 KOC01 KOC01 4-2-2 91
4-2-2 TOC01 TOC01 TOC01 4-2-2 4-2-3 92
4-2-3 4-2-3 2002 2002 4-2-4 93
4-2-4 5 1 6 6 0 6 2 4 6 2 4 6 4 2 4 2 4-2-5 4-2-5 3 4 3 2 1 6 4 1 4 10 7 3 94
Hartley1987 1993a 4-2-5 4-2-5 TOC03 TOC03 Schnotz1993 95
TYO03 TYO03 TYC01 TYC01 96
4-2-6 3 5 8 3 2 1 KYC02 KYC02 KYC02 97
KYO03 KYO03 KYO03 TYC01 4-2-6 TOO01 98
99 TOO01 TOO01 TOO01 TYO03 TYO03 TYO03
TOC02 TOC02 TOC02 TOC02 KOC03 100
101 KOC03 KOC03 KOC03 1996 1996 KYC02
KYC02 KYC02 KOC02 4-2-1 KOC01 KYO03 KYO03 102
4-2-1 103
KYO03 KYO03 KYO03 1992 KOC02 KOC02 KOC02 KOC02 14 104
4-3-1 4-3-1 12 2 7 0 2 2 5 8 5 2 2 0 17 10 12 2 4 2 1 2 2 4-3-1 105
106 TYC03 TYC03 KYO03 TYC03 KYO03
KYO03 KYO03 TOC01 TOC01 TOC01 TOC01 107
4-3-2 4-3-2 7 7 1 3 7 7 1 1 14 14 2 4 2 2000 4-3-2 TOO03 108
TOO03 TOO03 TYC01 TYC01 TYC01 TYC02 109
TYC02 TYC02 TYC02 KYO02 KYO02 KYO02 110
TYO01 TYO01 TYO01 TOO01 TOO01 TOO01 111
TOC01 TOC01 TOC01 TOC01 112
KYC01 KYC01 KYC01 KYC02 KYC02 KYC02 113
. KYC02 KYC02 KYC02 114
4-3-3 10 6 4 2 2 1 TYC02 TYC02 TYC02 TYC02 TYO03 115
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TOC01 TOC01 KOC02 4-3-1D 4-3-1E 4-3-1B4-3-1C 4-3-1D4-3-1E 4-3-1A KOC02 KOC02 4-3-1B 4-3-1C 4-3-1D 4-3-1E 4-3-1A 117
KOC02 A B C D E 4-3-1 178 KYO03 118
119 KYO03 KYO03 KYO03 KOC01
KOC01 KOC01 KYC02 KYC02 KYC02 120
4-4-1 9 8 3 2 3 2 KOC02 KOC02 KOC03 121
KOO02 KOO02 KOO02 TOO03 122
TOO03 KOO02 KYO02 KYO02 KYO02 2003 TOC02 123
TOC02 TOC02 2003 TOC03 124
TOC03 TOC03 TOC03 KYO01 KYO01 KYO01 KYO01 KYO03 KYO03 125
KYO03 4-4-2 4-4-2 6 4 3 3 4 3 3 2 1 3 1 4-4-2 TYC03 126
TYC03 TYC03 TOC02 TOC02 TOC02 TOC02 KYO01 127
KYO01 KYO01 KYO01 TYO01 TYO01 TYO01 TYO01 128
KYC02 KYC02 KYC02 KYC02 4-4-2 129
KYC03 4-4-1A 4-4-1B 130
A B 4-4-1 167 KYC03 KYC03 KYC03 TOC01 TOC01 131
TOC01 TOC02 TOC02 TOC02 TOC02 132
KYO01 KYO01 KYO01 KYC02 4-4-2 133
4-4-2 167 KYC02 KYC02 TOC02 134
TOC02 TOC02 TOC02 KYO02 KYO02 KYO02 4-4-3 135
4-4-3 7 1 1 1 KOC03 KOC03 4-4-3 KOC03 4-4-3 167 136
KOO03 KOO03 KOO03 TOC02 137
TOC02 TOC02 TOC02 TOC02 TOC02 TOC02 TOC02 138
4-5-1 4-5-1 10 5 2 2 3 4 KYC01 KYC01 139
KYC01 4-5-1 4-5-2 KYC01 4-5-1 4-5-2 TOC03 140
TOC03 - TOC03 KYC02 KYC02 - KYC02 141
KOO01 KOO01 KOO01 TYO01 142
TYO01 TYO01 KOC03 KOC03 KOC03 143
KOC01 KOC01 KOC01 KOC01 TOC01 144
TOC01 TOC01 KYO02 KYO02 - KYO02 TOO03 145
4-5-3 4-5-4 146
TOO03 1 1 TOO03 4-5-2 4-5-2 4 2 5 2 1 3 KOO01 147
KOO01 KOO01 KYC02 KYC02 KYC02 148
TOO03 TOO03 TOO03 KYO02 149
KYO02 KYO02 TOC01 TOC01 TOC01 TOC02 150
TOC02 TOC02 4-5-3 4-5-3 1 5 19 1 2 1 KOC01 KOC01 KOC01 151
KYO01 KYO01 KYO01 KYO01 152
KYO03 4-5-5 KYO03 4-5-5 KYO03 4-5-5 153
KYC01 KYC01 KYC01 4-5-6 KYC03 154
KYC03 KYC03 4-5-6 KYO02 155
KYO02 KYO02 4-5-4 4-5-4 2 2 1 2 6 4 3 KOO01 156
KOO01 KOO01 KOO01 KOC03 KOC03 KOC03 157
TOO02 TOO02 TOO02 KYC02 158
KYC02 KYC02 KYO02 KYO02 159
KYO02 TOC02 TOC02 TOC02 160
TOC01 TOC01 TOC01 TYO02 161
TYO02 TYO02 162
50% 2003 4-1-7 4-1-9 4-1-10 4-1-2 Evans et al. 1987 163
4-2-1 4-2-2 164
4-2-3 4-2-4 4-2-5 4-2-6 165
166
167
5 168
4-1-64-1-8 1993 Hartley1987 1993a 4-2-5 169
PDF 121 PDF PDF PDF 170
2004.3.14 http://www.nmns.edu.tw/cindex-1-2.php 1990 219715-719 2005 2004.8.01 http://scc.bookzone.com.tw/sccc/article.asp?ser=247 1998 1996 23361-64 2003 22118-119 Galileo 2005 2004.3.10 http://web.nsc.gov.tw/ct.asp?xitem=13537&ctnode=2074 2000 311360-361 2002 2001 199821 2000 2000 171
2003 12 13 B8 2003 12 13 21 B8 2002 1994 885-90 2003 2000 53477-78 2002 263109-114 2003 1994 2001 10140-43 2000 31134-39 2002 1992 Richard E. Mayer 1997 1995 2005.09.16 172
173 http://www.nstm.gov.tw/book/06_04_b3.asp?menu=4 1996 1997 2003.12.13 B8 2001 1994 103134-137 2004.3.14 http://www.nmns.edu.tw/new/introduction/nmns/c/2.htm 2004.3.14 http://www.nmns.edu.tw/cindex-1-2.php 1992 1985 2003 2000 1996 2000 2004.8.01 http://www.edu.tw/edu_web/edu_mgt/moecc/edu1849001/ii7205 /dp/masterplan/childplan.htm
174 1993 2002 2002 8166-83 2001 2003 2001 2003 1996 1841-61 1990 2001 2002 16227-252 2002 16169-89 1993
175 2001 1978 2057-75 1992 1992 2002 263222-226 1997 2003 Steven R. Conklin 1993a 22149-180 1993b 44140-45 1996 2000 311 23-26 1997 3475-87 1998 1995 9179-85 1993 2000 317627-628 1996
176 1997 7 31 43 1989 1995 8727-31 1996 2000 a 2004.8.01 http://scc.bookzone.com.tw/sccc/article.asp?ser=80 2000b 2004.8.01 http://scc.bookzone.com.tw/sccc/article.asp?ser=82 2001 16772-83 1994 171 107-111 2000 2003 1998 2000 311 18-21 Hillier Krieghbaum 1994 1988 401 4-7 2001 1996 3305-315 2003
1998 8 31 48 2000 2002 1993 15101-128 1996 Dwyer, F. M.1978. Strategies for improving visual learning. Stage college, PA : Learning service. Evans, M. A., Watson, C. & Willows, D. M.1987. A naturalistic inquiry into illustrations in instructional textbooks. The Psychology of illustration: Volume 2 Instructional issues pp.86-115, New York: Springer-Verlag. Hunter, B., Crismore, A., & Pearson, P. D.1987. Visual display in basal readers and social studies textbooks. The Psychology of illustration: Volume 2 Instructional issues pp.116-135, New York: Springer-Verlag. Levie, W. H., & Lentz, R.1982. Effect of illustrations: A review of research educational. Communication and Technology Journal, 30, 195-232. Mallow, J. V. (1991). Reading science. Journal of Reading, 345, 324-338. Peeck, J.1993. Increasing picture effects in learning from illustrated text. Learning and instruction, 3, 227-238. Roth, W. M., Bowen, G. M.,& McGinn, M. K.1999. Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of 177
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2201 2 1 2202 3 3101 2 1 3102 2 1 3103 2 1 3701 2 3702 2 1 5201 3 5202 3 5203 3 5204 3 5205 3 5206 1 1 1 5207 1 1 1 6501 3 6502 2 2 7401 1 2 7402 3 7403 1 2 7404 2 8301 3 8302 1 2 8303 1 2 8304 1 2 8305 3 8306 1 2 8307 2 1 9401 1 2 9402 3 9403 3 9404 3 9405 2 1 9406 2 1 9407 2 1 9408 1 2 184
9409 2 1 9410 2 1 9411 1 2 9412 1 2 9413 3 9701 3 9702 1 2 9703 1 2 9704 1 2 9705 3 9706 1 1 10201 2 1 10202 2 1 10203 2 1 10204 1 2 10205 2 1 10206 3 10207 2 1 10208 3 10209 3 10210 1 2 10211 2 1 10212 1 2 10213 1 2 10214 3 10801 1 2 10802 1 2 10803 3 10804 2 1 12101 3 12102 1 2 12103 3 12104 1 2 12201 3 12202 3 12203 3 185
12204 3 12205 3 12206 3 12207 3 12208 3 12209 3 12210 3 12211 3 12212 3 13301 3 14001 3 14002 3 14003 3 14004 3 14005 3 14006 1 2 14401 2 1 14402 2 1 14403 1 1 1 14404 1 1 1 14405 2 1 14406 3 14407 3 14408 3 14409 3 17901 3 18301 3 18302 2 1 18303 2 1 18501 2 1 18502 1 1 1 18503 2 1 18504 1 1 1 18505 3 18801 3 18802 3 186
18803 1 2 18804 3 18805 1 2 18806 3 18807 3 20401 1 2 20402 1 2 20403 3 21501 1 2 21502 3 22101 3 22102 3 22103 3 22104 1 2 22105 3 24801 3 24802 3 24803 3 24804 3 24805 3 24806 3 24807 2 1 25901 3 25902 1 2 187