National Academy for Educational Research

　　本研究旨在分析科學教科書中邏輯語義表徵及探討師生對邏輯語義的閱讀理解。以目前106學年度三個版本的科學教科書為文本分析範疇，建置國中七至九年級科學教科書語料庫，並利用分析軟體AntConc檢索假設、因果、條件三種複句類型的關聯詞，邀請三位專家學者教師依據充分條件、必要條件、充要條件三種邏輯關係進行上述語句類型的分類，以了解教科書表徵邏輯關係語義類型。此外，本研究依據前述的三種複句類型中三種邏輯命題的真偽值，進一步設計科學文本邏輯語義問卷，探討科學教師與學生對邏輯語義的閱讀理解，並進一步比較教師及學生在邏輯語義閱讀理解上的差異。

　　This study aims to investigate the logical semantics in science textbooks and the reading comprehension of teachers and students toward them. With a corpus of science textbooks in junior high schools from three textbook publishers, the sentences of involving 30 featured conjunctions in the complex sentences of assumption, causality, and condition are encoded and picked up from the corpus by the software ‘AntConc’. Three researchers and teachers are invested to examine and classify these sentences into three logical relations of ‘sufficient condition’, ‘necessary condition’, and ‘sufficient and necessary condition’ in order to figure out the amounts and the distributions of these logical relations in different years and in different subjects. Moreover, according to the True-False value of three logical relations, ‘Questionnaire of Logical Semantic in Science Textbooks’ would be designed to detect teachers and students’ reading comprehension, and to figure out the differentiations.