本研究的主要目的為在國中一年級的生物實驗課進行以數位化視訊器材結合顯微鏡的教學方式對學生在認知、技能和情意方面的影響。本研究採準實驗研究法，研究對象共計47名學生。實驗組班級在「植物細胞的觀察」、「血液流動的觀察」、「紅血球細胞的觀察」和「花、果實、種子和花粉管萌發的觀察」四個實驗單元以數位化視訊器材結合顯微鏡進行教學。在學生自行操作顯微鏡進行觀察之前，先將本實驗單元所要觀察的目標物在顯微鏡視野下的影像投影到電視螢幕上，讓學生先看到所要觀察的目標物後再自行操作顯微鏡進行觀察；而對照組班級則採傳統實驗教學。研究工具和蒐集資料的的方法計操作複式顯微鏡進行觀察實驗單元教材、生物實驗成就測驗、玻片標本製作和顯微鏡操作項目檢核表、顯微鏡操作檢核錄影資料、對生物學的態度量表、學習顯微鏡相關實驗單元之感受問卷、對數位化視訊器材結合顯微鏡的教學方式感受問卷和晤談。本研究在施以前測後即進行五節課的實驗教學，教學後進行後測，並於教學後四週
進行延宕測驗。資料分析方面則採用成對樣本及獨立樣本T檢定和共變數分析。研究結果如下：
一、認知方面：
（一）實驗組在花、果實、種子和花粉管萌發的觀察實驗單元、複式顯微鏡的構造與功能及生物實驗成就測驗總分後測顯著地優於對照組。
二、技能方面：
（一）實驗組在玻片標本製作的能力不會較對照組差。
（二）實驗組在複式顯微鏡操作的能力不會較對照組差。
三、情意方面：
（一）兩組在對生物學的態度並無顯著差異。
（二）兩組對各實驗單元內容的喜好程度、難易感受和對各實驗單元活動單的喜好程度均未達到統計上的顯著差異。但兩組對四個實驗單元內容喜好程度的排序和難易感受程度的排序則不同。另外，兩組對四個實驗單元內容的印象深刻程度也不同。
（三）實驗組對數位化視訊器材結合顯微鏡的教學方式表現出較正向的肯定態度。

Abstract
The main purpose of this study is to understand the effect of the pedagogy combining digital video equipments and the use of a microscope upon the aspects of cognition, skill and sentiment of seventh graders of a junior high school during their biological experiment classes. A quasi-experimental method was used in this study. Forty seven 7th graders In the four experiment modules of “The observation of vegetable cells”, “The observation of red blood cells”, “The observation of the blood flow” and “The germination observation of flowers, fruits, seeds and pollen tubes”, the classes of the experiment group were having the pedagogy combining digital video equipments and the use of a microscope. Before the students start their observation by operating microscopes by themselves, the vision images of the objectives for observation under microscopic field in this experiment module were projected to the TV screen to let them see the objectives for observation, followed by their own operation for observation. On the other hand, the traditional experiment teaching was adapted in the classes of the control group. The research tools and the methods to collect information included experiment module materials for the operation of a compound microscope for observation, accomplishment tests of biological experiments, verification tables of slide specimen preparation and operational items of microscope, video recorded information of the operational verification of microscope, the attitude evaluation table for biology, the questionnaire of the awareness of learning the relative experiment modules of microscope, the questionnaire of the awareness of the pedagogy combining digital video equipments and the use of a microscope and the meeting with talk. In this study, the experiment teaching of 5 classes was performed after the prior tests, and the posterior tests were carried out after the teaching. In addition, 4 weeks after the teaching, the retention tests were fulfilled. For data analysis, paired samples and independent samples t-test are used to afford the research results
as the following:
I. In the part of cognition:
(1) The performance of the posterior tests of the experiment group for the experiment module of the germination observation of flowers, fruits, seeds and pollen tubes and the gross scoring of the accomplishment tests of biological experiment is remarkably greater than that of the control group.
II. In the part of skill:
(1) The ability of the experiment group to prepare slide specimens is not worse than that of the control group.
(2) The ability of the experiment group to operate compound microscope is not worse than that of the control group.
III. In the part of sentiment:
(1) There is no obvious difference between the attitudes of the two groups for learning biology.
(2) There is no statistically obvious difference between the two groups for the favor degrees of and the difficulty awareness of the contents of each experiment module, and the favor degrees of the activity sheets of each experiment module. However, the sorts of the favor degrees and the difficulty awareness degree of the two groups for the contents of the four experiment modules are different. In addition, the impressiveness degrees of the two groups for the contents of the four experiment modules are also various.
(3) The experiment group took a more positive and undoubtedly attitude toward the pedagogy combining digital video equipments and the use of a microscope.

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