類別與組成是科學教科書中兩種重要的詞彙關係，而這種詞彙關 係通常蘊含於科學教科書的論述中，本文目的即分析學生對科學教科 書論述中詞彙關係的語意理解。本研究對象包括國中學生與高中學生 共368 位，2 組學生人數各為184 位。本文從現行國中階段科學教科 書選取「物質與原子」單元的部分內容作為研究文本，並設計科學詞 彙關係問卷，學生在閱讀文本後填答試題。研究結果顯示學生能夠察 覺科學教科書論述中蘊含的類別關係與組成關係，高中學生表現較佳 的語意理解，但是仍有不少學生對類別或組成關係的識別感到困擾， 尤其是對於混合的組成關係。同時學生會從生活世界的知識經驗來解 讀科學詞彙關係，這些結果顯示學生對科學教科書所描述之詞彙關係 的理解並不精確。本文研究結果除提供科學教師教學上的參考，也建 議對於科學教科書論述的詞彙關係以及學生的理解情形有更多的重 視及探討。

“Classification” and “Composition” are two essential lexicon relations which are typically embedded within statements in science textbooks. The purpose of this study is to explore student comprehension of the Classifications and Composition relations in science textbooks. Three hundred and sixty-eight junior and senior high students participated in this study. An excerpt text was chosen from a passage on “matter and atoms” in junior high science textbooks as the treatment text and the “Science Lexicon Relation Questionnaire” was developed to detect students’ comprehension. The results revealed students could recognize the discrimination between Classification and Composition of science lexicons. Meanwhile, senior high student understanding was better than that of junior high student. However, there were some students who did not clearly comprehend either or confused the two lexicon relation, especially for the blend-composition relations. Moreover, they could explain the blend-composition from their daily common-sense. To conclude, this study might be of importance in exploring lexicon relations in science textbooks, as well as in providing scientific teachers with a better understanding of student comprehension of these lexicon relations in their science learning.