| Summary: | 碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所 === 106 === Currently, general textbooks are usually constructed according to chapters, sections and key conceptual levels. However, textbooks compiled by this traditional structure only provide information about the arranging order of the teaching material. In fact, a chapter contains a number of concepts, or many chapters may organize a complete concept; therefore, students cannot know the relevance between the concepts, or the relevance between the modular courses since a concept is usually formed by one or more basic concepts, or to learn a concept or skills with basic abilities, such as the order of concept learning, or the basic connotation for forming concepts. Therefore, it will have a negative impact on teaching quality if teachers rely too much on textbooks or teaching guidelines while teaching. The purpose of this research is to study interpretive structural modeling and constructive learning to reorganize the order of learning programs by creating a more scientific “Teaching path” and “Teaching map.” The results of the paper can be summarized as follows.
1. Teacher should understand the teaching objectives;
2. Structural analysis of textbooks for teachers to reflect on his teaching priority and teaching path can help teacher make up teaching strategy for his needs.
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