依類型 族群 主題   
 
 
2001.06.01 ~ 2003.06.01
國民小學一年級生活教科書之內容分析
主題: 一般教育、學術研究  
作者 賴鈺麒
學校系所 國立嘉義大學國民教育研究所
地點 全臺 全部  
研究內容

中心館藏網址 http://tulips.ntu.edu.tw/record=b2219596*cht

[ 摘要 ]
本研究旨在探討生活課程內涵,生活教科書的知識內容,及所呈現的生活課程精神之情形,以及嘉義市教師對生活教科書之意見.本研究分兩部分,第一為內容分析部分,分析九十學年度一年級生活教科書.第二部份為問卷調查部分,以嘉義市130位生活課程教師為研究對象,進行普查.本研究的主要發現如下:
一.教科書內容分析部分
1.有四個版本生活教科書的知識內容「社會」、「自然與生活科技」、「藝術與人文」三領域均衡,另兩個版本則「社會領域」比例較高,約占一半。
2.生活課程精神分析方面
(1)多元文化:各版本男女性別出現的比例都相差不多,但在性別職業上仍有刻板印象。多數版本有出現原住民內容,但都停留在文化表層的介紹。鄉土內容多數版本能均衡介紹各地不同生活文化。
(2)課程統整:各版本都能以生活化的內容設計課程。
(3)具體活動:各版本使用比例相差甚大。
二、生活課程教師對生活課程與教科書意見問卷調查部分
1.八成以上教師對生活課程綱要有一半以上的瞭解。
2.四成老師不贊成設立生活課程。五成的老師認為生活課程統合三領域的特色不必要,其他課程特色都有九成教師認為必要。
3.教師在實施生活課程所遭遇的困難以領域知識不足最多。
4.有七成的教師會自行設計教材配合需求。
5.生活教科書整體教材分量有四版本被認為偏多。教材程度被認為適當。藝術與人文、自然與生活科技領域各有四版本被認為分量偏少,且程度簡單。
6.多元文化方面,原住民內容分量適當與否,各版本的反應不一,有的被認為適當,有的被認為普通,有的被認為不適當。
7.在符合生活課程精神方面,有的版本獲得七成以上教師的認同。
根據上述研究之結論,提出四點建議。
關鍵字:九年一貫課程、生活課程、教科書內容分析

[ 英文摘要 ]
This study had two main purpose. First, this study employed content analysis to examine first grades'''''''' Life curriculum textbooks and find how the knowledge expressed in the textbooks met the aims of Nine Year Joint Curriculum. Second, this study used questionnaires to investigate 130 teachers'''''''' opinions concerning Life curriculum textbooks. The results of this study were as follows:
1.About content analysis
(1) Three curriculum areas were distributed equally in four version of Life curriculum textbooks. More social studies were included in two versions of textbooks.
(2)Every version of textbooks was sexually stereotyped. Furthermore, contents of aborigine were included in four versions of Life curriculum textbooks, and inclined to the contribution approach.
(3)Every version of textbooks was designed on the basis of life experiences.
2.About survey research
(1)Most teachers acknowledged that they had to clearly understand the Standard of Life curriculum.
(2)40% of teachers objected setting up Life Curriculum. 50% of teachers thought that Life Curriculum integrating three areas was not necessary.
(3)Most teachers’ knowledge in fields of arts and humanitarianism was inadequate.
(4)70% of teachers would design curriculum to meet the needs.
(5)Teachers thought that four versions of the amount of Life Curriculum were too much, and the difficulty of the content was proper. As regard to Arts and Humanities and Science and Technology, teachers thought that four versions were inadequate and easy.
(6)Teachers’ responses to the quantity of aborigine content in every version were different.
(7)70% of teachers thought that some versions accorded with the spirit of Life Curriculum.
Based on the research findings, the researcher presents suggestions for future practices and topics for further research in the future.
Key Words: the Nine-Year Joint Curriculum, Life Curriculum, Textbook Content analysis