本文研究大學階段的蒸汽蒸餾實驗技能精通學習之教導與評量模式，發展 教學資料和教導策略，以引導學生發展出能同時應用蒸汽蒸餾技能、科學過程 技能、學科知識，來解決新遇到的化學實驗問題之能力，即達到學習轉移。 教學資料和基準參照評量工具／評量分析所得結果而設計的。使用(a)經由過程 概念分析而設計出的概念化問題，(b)直接教導策略包括連續地提出結構化、審慎 安排的問題、充分地練習和小組討論，(c)教室資訊系統，每位學生都能同時反應， 教師能給予一致的回饋，增進學生自我引起動機、自我肯定、自我加強和 自我修正。研究結果顯示此種蒸汽蒸餾技能的教導／評量模式的效果可由(1)二十 位學生(91%)通過具體階層所指派的實驗，十八位學生(84%)通過概括階層 所指派的實驗；(2)學習的進步也可由平均通過率的增加看出來，由前測至後測 1 再至後測 2 之平均通過率，對於比較分析能力，分別為75%、93% 和 97%， 對於概括出通則能力，分別為67%、92%和97%；(3)實驗技能的實作成果與(a) 實驗技能(b)科學過程技能(c)學科知識等的測驗成績之間有高的正相關。由研究 結果證明蒸汽蒸餾技能的評量工具具有高的信度和效度。

This paper presents a model of instruction and assessment for mastery learning of the steam distillation technique at university level. Instructional materials and strategies were developed and organized to guide students toward developing ability of simultaneously using the technique, intellectual inquiry skills, and subject matter knowledge to solve chemistry problems new to them, i.e., achieving learning transfer. The instructional materials and instruments were developed on the basis of specific instructional and assessment criteria that arose from content analysis and instruction/evaluation analysis. The model involved (A) direct instruction strategies involving frequent structured questioning, consistent feedback, extensive practice, and group discussion, and (B) a classroom information system for promoting student’s self-generated motivation, self-confirmation, self-reinforcement, and self-correction. The efficiency of the model and the validity of the assessment instrument were observed in (1) the facts that 91% of the students passed the experimental assignments at the concrete level and the identity level and 84% of the students passed at the classificatory level; (2) progress of learning indicated by increments in the average passing rates from the pre-test to post-test 1 to post-test 2, which were 75, 93,and 97% for Comparative analytical ability and 67, 92, and 97% for generalization ability; and (3) strong positive correlations of the actual results of experimental technique performances with test results on (a) experimental skills, (b) the science-process skills, and (c) the subject-matter knowledge. These strong correlations and the application of S-P chart analysis were used to validate the criterion-referenced measurement instruments of the distillation technique.

化學實驗技能 ； 教導／評量策略 ； 基準參照評量 ； 教室資訊系統 ； 精通學習

chemistry experimental technique ； mastery learning ； instructional/assessment strategy ； criterion-referenced measurement ； classroom information system