本研究以「內容分析法」提出中小學教科書「細胞相關課程」之內容架構，發現其具有由簡入繁、逐漸加深加廣的連貫性，學生先學顯微鏡操作技能再學細胞概念，隨著年齡增加而獲得越來越完整的細胞概念。再以「二階層測驗法」對照教科書各版本的圖文說明，提出哪些可能讓學生產生另有概念；從個案班級學生的「三階層測驗」結果，統計出有21.9~28.1%的國小學生，10.8~16.2%的國中學生，13.0~21.7%的高中學生，其產生的另有概念是源自教科書的。最後以「課室觀察法」，確定教師依賴教科書後，提出教科書的編排或圖文說明可能影響學生的學習。綜合研究所得，針對教科書可能的缺失提出改進意見：1．課文應同時呈現水蘊草、洋蔥表皮、口腔皮膜等細胞及照片放大倍率，提問：動植物細胞的差異在哪裡？2．課文應呈現型態差異很大的細胞，提問：這些都是細胞，那麼細胞的定義是什麼？避免學生以大小、形狀相似、排列整齊認定是細胞的標準。3．課文應多列舉個體的已分化細胞，各擔負不同的功能，故無法獨立生存。4．課文應有光學顯微鏡的影像文字說明和實際圖片的對照，讓學生確實理解文字的說明。5．課程內容編排應考慮學生的起點行為，概念陳述或科學專有名詞定義應說明理由。6．教科書應增加細胞生理現象的實驗操作，引導學生從現象中定義這些科學專有名詞。

This study used content analysis to propose the content framework of cell-related curriculum in elementary and middle school textbooks. The results demonstrated that the contents of cell-related curriculums were arranged to move from simple and basic to complex and advanced connotations. The students studied the operation skills of using a microscope before studying cell-related concepts. Cell-related concepts became more complete with the increasing age of the students. Furthermore, the study used two-tier multiple-choice tests to examine what kinds of articles and explanation notes besides the pictures in the textbooks could possibly lead the students to have alternative concepts. The textbook contributed to alternative concepts for 21.9~28.1% of the elementary students, 10.8~16.2% of the junior high students, and 13.0~21.7% of the senior high students. Finally, classroom observations showed; the teachers really relied on the textbook; we did find that the arrangement of textbooks, articles and explanatory notes in the textbooks influenced the students’ learning of cellrelated concepts. Several comments on possible flaws in the textbook can be drawn from the results as follows: 1. The text should present the pictures of water straw cell, onion epidermal cell and oral epidermal cell together with the information of enlarged ratio and also ask the difference between animal cells and plant cells. 2. The text should present various types of cell pictures and also ask if all of these were the cells, then what would be the definition of the cell. This way could help students to avoid thinking that similar sizes and shapes and neat arrangements were required to define a cell. 3. The text should list many differentiated cells from the individual, which were responsible for different functions and were unable to survive by themselves. 4. The text should list both picture image examination and actual picture from a light microscope, so that students could truly understand the picture image examination. 5. We should consider students' prior behavior before organizing the textbook contents. The texts should provide concepts and definitions of scientific terms with reasons. 6. The cell physiology experiments in the textbook should be increased to guide the students to define the scientific terms from the phenomena.

細胞相關課程 ； 教科書分析 ； 顯微鏡 ； 另有概念

 Cell-related Curriculum ； Content Analysis ； Microscope ； Alternative Conception