National Academy for Educational Research

　　閱讀文本同時涉及「學習語言」及「藉由語言來學習」，一方面學習該學科所使用的語言，另一方面學習這些語言所表達的學科知識，然而論述科學知識的語言與一般口語表達的語言有所差異，往往造成學生學習科學的困難。教科書詞彙組成、分類、用字會影響學生的學習成效，科學術語詞彙所衍生之複合詞在語法組態與語意類別上表現出不同的複合規則，然文獻中很少有探討，亟須進行相關的研究，以提升學生學習理解。本研究採取內容分析、專家座談訪談等方法，旨在瞭解中學科學教科書複合詞態樣、構詞原則、語意與理解分析。最後本研究將提出對於科學教科書編寫與課程教學，及術語翻譯審譯等建議。

　　Terminologies are the key concepts of a text and are essential lexicon relations in school science textbooks. Compound words derived from the vocabulary of scientific terms in syntax and semantic configuration categories exhibit different complex rules. The main purposes of this study are to explore the principles of compound words formation, to analyze semantic analysis and understanding of secondary school science textbooks. The research methods of this study consist of text analysis, focus group discussions, and expert interviews. Based on the results, the study will provide some suggestions and strategies to science terms translation, science teaching and learning, and textbooks compilation.