自2010年9月以來,中國大陸限制對日稀土出口所造成影響，在全球演然以成為熱門話題，亦為我所探究本論文鵠的。當時中國大陸在一片撻伐聲中，似成麻煩製造者，因影響片及整體稀土元素供需市場，特別是那些缺乏稀土元素生產卻又非常依賴中國大陸稀土的進口廠商所發出來的抗議。然事實上，稀土這元素在地球上並不匱乏，但因為它的開採上的成本高利潤卻不高，相對存量卻一直減少造成許多國家並不願去開採它，漸漸全球高逹95%以上的生產量由中國取代，卻也間接造成中國在稀土市場上的獨佔市場地位，但中國卻又是整個稀土市場價格的接受者，供需不均衡所造成的結果卻是相反地。因此中國政府當局大力支持與整合稀土產業進行一連串的體制改造及革新計畫整體架構十分迅速進行中。 此篇論文藉由所蒐集匱乏資料分析瞭解中國大陸稀土元素的發展，並透過經濟、政治分析中國不宜過度依賴稀土短期優勢，事實上，應可加強其稀土整體計劃在國際發展空間、提升稀土產業效能及加速其產業整合與技術提煉上改進，並同時兼顧環保及降低開採上污染等多個面向的思考，再者更瞭解稀土資源不但可增進人類的生活品質，其根本是歸屬大地之母-地球所擁有。 / The objective of this paper is to explore the hot issues of China’s Rare Earths Elements (REEs) on the global. Using a commonly-accepted methods and materials to research of China’s REEs, On the whole, the impact of China’s REEs restriction is almost regarded as mainstream troublemaker who become overshadows influence the REEs market in the world. However it’s not, On the contrary, the Earth is not in shortage of rare earth resources. The problem is in the worldwide supply and demand structure of REEs unbalance and the price is not reasonable for China’s REEs. China’s REEs growing forcefulness regards as a new strength called attention to foreign powers claim China stops exports of rare earth is completely groundless. REEs are as a new symbol of strength and high value metals in upcoming century changed China’s REEs racial policies turn into aggressively to enhance its national level security and pursing its welfare and hegemony in REEs. China is devoted to manage its REEs output quota reduced reliance on demand countries as strategic policies but so to the foreign countries changed their policies. Analysis of the paper indicated basic findings. China holds a main of capturing a larger portion of the global supply but couldn’t depend on its superiority of REEs’ reserves. In other words, China should be devoted to develop its REEs policies as a way to promote and engage China’s REEs grow space agenda with the rest of the world. Find ways to deals with the rough harsh international reality, strive to streamline its rare earth industry, accelerate industrial upgrading, technological innovation in accordance to protect its domestic REEs industries, the environment, reserve REEs resources and learn how to get along with other countries. Extremely, the China government should recognize the resources of REEs are belonging to human-beings and the Earth, not only to China has.

本研究主要目的有三：（一）探討國小六年級學生在學習「地球的運動」前所具有的另類概念類型，及與空間能力的關係；（二）探討「地球的運動」單元各主要概念是否有發展的先後順序，及「地球形狀概念與重力概念發展」模式的適當性；（三）設計整合的概念改變教學策略，探討高、低空間能力者在不同教學層次與學習方式上的概念改變立即學習效果如何。進一步探討學習效果的持續性如何。並討論影響學生概念改變的可能因素，期能提供教學者及後續研究者之參考。 為完成前述研究目的，本研究進行研究一與研究二兩個研究，所使用的研究工具包括：地球的運動開放式紙筆測驗、地球的運動封閉式紙筆測驗、空間能力測驗、深層處理學生手冊和教學活動設計、淺層處理教學活動設計等，除空間能力測驗外，皆進行預試及修正。在研究一裡，採用問卷調查法及晤談法，以地球的運動開放式紙筆測驗，選取台北市萬興和萬福國小共235名學生為對象，考驗主要概念的發展順序。並依照空間能力測驗的結果找出前後各33﹪的學生列為高低空間能力者，考驗其在科學概念上是否有所差異。本研究一的主要結論如下： 1.高空間能力者在地球形狀、重力概念、晝夜成因、四季成因的科學概念，皆優於低空間能力者。 2.「地球形狀與重力概念的發展模式」是適當的，且各主要概念間有發展的順序存在，而學生的概念是「自然－文化－發展成熟度」三者的函數。 在研究二裡，採用準實驗研究法，首先設計「地球的運動」概念改變教學策略課程，並選取台北市萬興國小及萬福國小六年級各四個班級，共128位學生為對象，進行兩週的教學實驗，隨後進行紙筆測驗立即後測，間隔四週後進行延宕後測。根據研究所獲得資料進行分析，結論如下： 1.本研究之整合概念改變教學策略，有助於學生地球的運動相關概念的改變的立即效果和延宕效果。 2.接受深層處理的概念改變立即效果和延宕效果，皆優於接受淺層處理學習的效果。 3.配對合作學習效果會因為教學層次不同而有所不同，接受深層處理來學習時，配對合作的概念改變立即效果和延宕效果會優於個別學習。但當學生接受淺層處理時，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 4.配對合作學習效果會因為空間能力不同而有所不同，低空間能力學生，配對合作的概念改變立即效果和延宕效果會優於個別學習。但高空間能力學生，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 根據研究結果，本研究提出建議，以提供教育行政單位、國小自然科教師、課程設計者以及未來相關研究之參考。 / The purposes of this dissertation were: (1) to probe into the alternative conceptions of the students about earth's motion, and the relationship between these conceptions and spatial ability; (2) to identify the developmental sequence and model of the main concepts, and verify the model is adequate; (3) to design the instructional strategy of conceptual change and explore the learning effects that high- and low-spatial ability in different processing levels and learning styles. At last, the researcher identified the retention effect, and analyzed the factors that may influence on the conceptual change. For these purposes, the whole study was divided into study Ⅰ and Ⅱ. The instruments employed in this study included: The open-ended question test and the multiple-choice test of earth's motion, the spatial ability test, the curricula and student's manual for conceptual change teaching strategy. Except the spatial ability test, the item analysis and pilot study of the others were conducted to determine the reliability and validity, and promote the quality of this study. The study Ⅰ employed questionnaire survey and interview based on the open-ended question test of earth's motion. The participants were 235 sixth grade students from two elementary schools in Taipei. Through the data, the researcher investigated the developmental sequence of children's conceptual knowledge about the earth's motion. All students were classified as being of high- or low-ability group according to their performance on the spatial ability test. High- and Low-ability students scored upper and lower 33﹪ score of all students separately. Then the researcher examined the difference between high- and low-ability group on the performance of the open-ended question test. The main conclusions of study Ⅰ were as follows: 1. A t-test on the pretest indicated significant discrepancy for ability. In all concepts that included earth's shape, gravity concept, the causes of day/night and seasons, high- ability students outscored low-ability students. 2.The developmental model of earth's shape and gravity concept was adequate. There were developmental sequences among the main concepts. Student's conceptions are the function of physico-cultural and their developmental maturity. The study Ⅱ employed quasi-experimental design. At first, the researcher designed the teaching curricula of conceptual change. Then the researcher experimented on 8 classes of 128 students from two elementary schools in Taipei. Four intact classes were randomly assigned to different experimental groups in each school. Four groups were administered the pretest two weeks before the experimental treatment. After two weeks' instruction, all subjects accepted the posttest and delayed-test of earth's motion after 4 weeks. The results were as follows: 1.The instructional strategy of conceptual change that the researcher integrated had immediate and delayed effects. 2.Students learning by deep processing performed significantly better than the learning by superficial processing on the posttest and delayed-test. 3.The learning effect of cooperative dyads depended on the levels of processing. Students learning by deep processing environment, cooperative learning group did perform better than individual learning group on the posttest and delayed-test. Conversely, the result indicated no significant difference on the posttest and delayed-test between cooperative and individual learning. 4.The learning effect of cooperative dyads depended on the levels of spatial ability. Low-ability students with cooperative learning did perform better than those with individual learning on posttest and delayed-test. The performance of high-ability students showed no significant difference on posttest and delayed-test. Based on the results, these suggestions are proposed for educational administration institution, elementary teachers for science education, curricula designer, and future researchers.

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