本研究以國中「自然與生活科技」課程「細胞的基本構造」為開端，引出遺傳物質之所在、結構與功能。教學內容包含生物體的基本單位、細胞構造與功能、細胞核與遺傳物質、染色體結構分析及細胞生長與分裂等五大主題。教學採講述、看圖填空、拼圖、模型類比演示、操作與製作等策略。讓學生在動手模擬、製作細胞分裂模型時，從中探究並理解箇中原理。研究採13位國中一年級學生單組前後測設計，針對染色體概念的理解發展二階段式診斷工具，四等量表測試用於評量細胞分裂概念的學習成果，前後測平均數差異經成對樣本t考驗結果達顯著水準，驗證本教學策略可提昇學生對染色體與細胞分裂概念的理解，以作為相關教學活動設計之參考。
This study initiated from "Basic Structure of Cells" which is a subject of "Science and Life Technology" course for junior high school, leads to the understanding of the localization of genetic material, structure and function. This teaching content contains five topics, namely basic units of organisms, cellular structure and function, nucleus and genetic material, analysis of chromosome structure, and cell growth and division. The teaching strategy includes lecture, fill in the blank of the figures, puzzle solving, demonstration of analog model, and operation of the model. We strengthen students' concept through hands-on practicing and making cell division model to explore and understand the principle. The treatment was tested using a one-group pretest-posttest design including 13 seventh graders. The learning improvement of the concept of chromosome was investigated using a two-tier diagnostic tool, while the four-scale testing was used to assess learning outcomes for the concept of cell division. The difference of the pretest-posttest mean shows significance by the paired t-test. We validated our teaching strategies can facilitate students' understanding of the concept of chromosome and cell division. In conclusion, our teaching strategy provides useful reference for future teaching activity with similar subject.
