因升學壓力及實驗設備的不足，使得實驗教學難於落實。本研究的主要目的在於發展教導式的簡易實驗。藉由學生手冊與信封式的教材，教導學生有關氧化與還原，以及自身氧化還原反應的概念。施教對象定為高中一、二年級學生。
本研究選用簡易的實驗器材，如小點滴瓶、透明塑膠杯等，以期可在普通教室內實施並可使學生每人有一套實驗器材。因此學生每人得以親自操作實驗，自我學習。學生手冊與信封式的教材可依學生程度的不同給予適當的教學。
本研究的主要內容如下：
一、施測樣本取自中山女中、師大附中及化學資優生，共計一百九十人。
二、由前後測作答的反應顯示，碘分子的化學性質和自身氧化還原反應的概念，在教導後有顯著的進步，可見教導式的簡易實驗在教學上是可行的。
三、由實作部分的反應顯示，在教導後，大部分的學生都可以說明與解釋實驗的結果，有將近五成的學生可以正確了解教材中，所有關於自身氧化還原反應的概念。
四、學生對於開放性試題的作答能力較差，甚至以錯誤的概念解釋。

Due to the high academic pressure on entrance examinations and lack of laboratory facilities in high school today, it is difficult to fully implement the practice of hand-on experiment education. The purpose of this study is to develop a guided learning material for students on "Redox reaction" by performing some simplified experiment. Through the students' handbook and "envelope-style" teaching material, instructors can teach students about the concepts of oxidation, reduction, and auto-redox reaction. This guided learning material designed for the first and the second year senior high school students.
This learning material just used some simple laboratory equipments, such as small droppers, transparent plastic cups etc. . The whole learning material including hand-on experiments can be carried out in any ordinary classroom. Each student can have a set of experiment equipment to work with. Students can thereby perform these experiments by themselves and learn by doing. The students' handbook and envelope-style teaching material are flexible enough to suit different students at different levels of learning.
The main contents of this study are as follows:
1. The limit realm of spot sampling comes from Chung Sang Girl's Senior High School （北市中山女高）, the affiliated Senior High School of National Taiwan Normal University （台師大附中）, and gifted students have excellent academic performance in chemistry. The number of students is 190 in total.
2. The result of pre-test and post-test shows that the chemical concepts of students about the property of iodine molecule and auto-redox reaction have improved significantly after this guided learning. This means that this guided learning method accompanied with the simplified experiments is feasible.
3. The test result shows that the majority of students were able to explain the results of the experiments after this guided learning. Almost half of the students could correctly understand the concepts of auto-redox reaction from the teaching material.
4. Students are weak in answering open-ended questions, in some cases, even using the wrong concepts in their explanation.