很多中學生在學習「化學」的過程中，常會遭遇到許多困難與
挫折，加上學校的實驗教學並不落實，因此一般學校的化學教育背
離了化學原有的趣味性，導致學生學習成效不彰。本研究的主要目
的在於開發簡易實驗的教導式評量工具，藉由學生每人可親手操作
的簡易實驗與其有趣味性並帶有挑戰性的評量工具，來進行綜合的
研究。為了易於簡化實驗設計與化學觀念的分析，經資料分析後，
選擇「化學平衡」這一概念為研究範圍。
本研究的主要結論如下:
一、前、後測試題作答結果顯示，學生對於「化學平衡」的概
念，經教導後已有顯著的進步，因此可預期本研究所開發
的教材在教學上具有實用性。
二、比較施測組與控制組，在前測與後測的答題表現，顯示兩
組間並沒有明顯差異，可見對於「化學平衡」概念，本研
究所發展的教材的學習成效與傳統的教學結果可視為是相
當的。
三、對於性別分析，研究結果顯示，學生對於本研究所開發的
新教材的學習成效，並不會因為性別的差異而有所不同。
四、由實作部份的反應，顯示部份學生在實作操作與試題的答
題上，結果並不一致。這或許因為學生缺乏正確的實驗態
度所造成，而推測學生的一般學習也僅以記憶方式為主。

This thesis is to apply educational performance evaluation to the teaching concept of chemical equilibrium. When learning chemistry, many senior high students often encounter difficulties and are frustrated. Moreover, it reduces the interest of learning chemistry that experiments education doesn't put into effect among most schools. The purpose of this thesis is dedicated to develop the educational evaluation instruments for simplified experiments. By observing students operating simplifiedexperiments with interesting and challenging evaluation instruments, the synthesis of this research is evaluated. After analyzing the data, we choice the topic of chemical equilibrium in order to simplify the design of experiments and analysis of chemical concept.
1. The results of pre- and post-tests indicate that students make greater progress of understanding the concept of chemical equilibrium. Thus, theapplicability of these teaching instruments innovated by this research can be expected. 2.Compared with pre- and post-tests both filled in by the treatment and control groups, there is no clear difference between by these two groups. The learning results are similar after teaching with either the instruments applied by this research or conventional ones.
3.As for the analysis between male and female students, this research does not approve any sexual difference on learning results.
4.The responses of students are found different from experimental operating and test results. This may be contributed from incorrect attitude of making experiments. On the other hand, it is convincing that students' learning is dominated by memorizing.