[ 摘要 ]

本研究旨在探討社會學習領域教師於課程教學上是否能對教科書中可能的族群偏見有所知覺，並且能進行修正的實踐行動。而主要分析的知覺與實踐項目，為如下五個檢視標準「消失不見」、「零碎表淺」、「刻板印象」、「不夠真實」、「選擇與不平衡」來進行。

研究方法包括訪談、文件分析，並將所蒐集的資料分析整理，提出研究結論。



研究結論如下所述。

一、教師受限於傳統教育對於原住民文化之壓抑，加以今日教科書之缺漏，以致於其知覺、實踐有限。

二、教師對於「零碎表淺」、「刻板印象」的偏見知覺程度較深。

三、具「原住民身份」與「年資資深」的教師，能促使偏見知覺的發生較多。

四、以「學科能力為主、文化補充為輔」的實踐理念，使的自編主題課程成為免除族群偏見重要的實踐場域。

五、教師對於免除「零碎表淺」、「刻板印象」、「消失不見」、「漢人中心」偏見的實踐行動是較多的，「不夠真實」的偏見袪除較不明顯。

六、原住民教師對於原住民文化相關之教學資料的蒐集有較高的便利性，因而促使實踐的發生較多。



最後，根據研究結果，分別對教科書編輯、學校以及後續研究提出相關建議。



[ 英文摘要 ]

The Perception and Practice Research of Elementary Social Studies Learning Area Teachers To Ethnic Bias-Removing In Textbooks.

---Takes An Aboriginal Elementary School For Example.





by Huang Chih-Ping



Abstract



The purpose of this study is to explore if teachers in social studies learning area can have perception of possible ethnic bias in textbooks during lecturing, and practice actions of amendment. The analysis of perception and practice is under this five survey standard: invisibility, fragmentation and shallowness, stereotyping, unreality, and selectivity and imbalance.

The data applied in this study was acquired by in-depth interview and analysis of documents. After orgnizing and analyzing information collected, I presented the results of this study.







The results are as the following：



1.Because teachers are limited by the compression of traditional education on aboriginal culture and the omissions of textbooks today, they have restricted perception and practice.

2.The bias of perception is deeper in “fragmentation and shallowness” and “stereotyping”.

3. “Identity of aborigine” and “seniority” could make perception of bias happen more.

4.Based on the idea: “Mainly school studies, assisting culture supplement”, the thematic curriculum editted by teachers become significant practice area of removing ethnic bias.

5.Teachers practice more to remove biases in “fragmentation and shallowness”, “stereotyping”, “invisibility” and “selectivity and imbalance”, while eliminating bias in “unreality” unapparently.

6.Since aboriginal teachers are more convenient in collecting teaching information about aboriginal culture, the practice is easier to develop more.



Finally, this thesis provides suggestions about editors of textbooks、 schools and the future study