中文摘要

本研究旨在探討學生對化學平衡類比實驗、類比試算表的理解和評價及其教學成效。
教學教材是以撲克牌的遊戲方法和類比試算表來類比微觀世界的簡單化學反應動態平衡；研究對象是高三學生70名，先進行前測，再進行兩堂課的教學實驗，然後作答後測，以探討學生的迷思概念及類比實驗成效，並分析不同程度的學生在類比學習的成就及迷思概念改善的情況，並且施以類比學習態度問卷調查，來瞭解學生對化學平衡類比實驗的整體評價。
主要研究發現包括：
一、化學平衡類比實驗能促進學生學習成就：進行教學過後，學生的後
測成績優於前測，且前後測成績達到顯著差異（p< 0.05）。
二、化學平衡類比實驗能幫助低程度學生學習化學平衡概念：進步成績
分析顯示，低程度組學生進步成績高於高程度組學生，且達顯著差
異（p< 0.05）。
三、70名學生對本化學平衡類比實驗的評價：
1. 有9位( 12.9%)學生自認為對本研究之類比實驗不了解，而其中有7位學生是屬低程度組學生。
2. 有3位( 4.3%)學生認為本研究之類比實驗內容難以理解，而其中有1位學生是低程度組學生。
3. 有3位( 4.3%)學生認為本研究之類比實驗內容難以和化學平衡概念對應，並且全屬低程度組學生。
4. 有5位( 7.1%)學生認為本研究之類比實驗內容對改善本身所持有之化學平衡迷思概念沒有助益，而其中有3位學生是屬低程度組學生。
5. 只有1位( 1.4%)學生對本研究之類比實驗給予負面評價，並且是屬低程度組學生。
因此，研究結果可以肯定類比實驗對學生學習化學平衡的概念，特別是學習低成就的學生，是有所幫助的。

Abstract
The purport of this research is to explore students’ comprehension in relation to analogical trail balance and analogical experiment of the chemical equilibrium, and to assess its teaching effect.
The teaching material is using the poker game and analogical trial balance to analyze the simple chemical reacting developments and equilibrium in a microcosm. The object of study is 70 students studying at the third grade of senior high school to proceed with an advance test, then, further with two classes of teaching experiment before answering the post-test, exploring student’s misconception and analogical experiment effect, and analyzing the ameliorative condition of the student at different level in analogical learning effect and the misconception as well as applying questionnaire of the analogical learning attitude to know an integral assessment of student’s chemical equilibrium by analogical experiment.
Findings of this study are as follows:
1. Analogical experiment of the chemical equilibrium may promote students’ learning effect. After instruction, student’s post test result is better than their advance test result, besides, the result of both tests is having a distinctive difference (p<0.05)
2. Analogical experiment of the chemical equilibrium may help low-level student to learn the chemical equilibrium conception with a progressive result. The analysis shows that low-level student is better than high-level student in respect of the progressive results with an obvious difference (p<0.05).
3. Student’s assessment to analogical experiment of this chemical equilibrium:
（1） There are nine students (12.9%) considering that they have no idea about the analogical experiment in this research, and seven students among them are in the low-level group.
（2） Only three students ( 4.3%) consider that analogical experiment content in this research is hardly comprehensive, and one student among them is in the low-level group.
（3） Only three students ( 4.3%) consider that analogical experiment content in this research is difficult in response to chemical equilibrium conception, and all of them are in the low-level group.
（4） There are 5 students (7.1%) considering that analogical experiment content of this research has no assistance in improvement of their chemical equilibriums and their misconceptions, and three students among them are in the low-level group.
（5） Only one student (1.4%) in the low-level group gives a negative assessment to the analogical experiment in this research.
Thus, the research result may affirm the analogical experiment on students to learn the conception of chemical equilibrium, especially on students with low learning effect, which has a great assistance.