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國小社會學習領域教科書宗教題材分析—宗教知識的探究
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| 作者 |
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張立貞 |
| 學校系所 |
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國立臺北教育大學課程與教學研究所 |
| 地點 |
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全臺 全部
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| 研究內容 |
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[ 摘要 ]
長久以來，宗教知識一直存在於教科書內，然而，有關教科書宗教知識的研究數量卻十分有限，對於教科書內容究竟蘊含了多少宗教知識也抱持著存疑的態度。事實上，宗教知識雖然沒有成為課程綱要的主要議題之一，但是，各領域的教科書卻經常能夠看見宗教知識內容。有鑒於此，本研究從國小課程選擇社會學習領域，以目前學校使用率最高的三版本為研究對象，採用內容分析方法，從目前國小社會學習領域的教材內容，檢視宗教知識內涵以及宗教題材呈現樣態的現況，並且據以提出對未來宗教知識課程的建議。
研究結果發現，國小社會學習領域課程內容蘊含的宗教知識豐富而多元，除了從宗教的「觀念和思想」、「情感和體驗」、「行為和活動」與「組織和制度」等四項主類目分別呈現宗教知識內涵之外，還採用了「文字」、「圖片」與「活動」等不同的呈現樣態，展現宗教知識內涵不同的樣貌。
研究結論方面，宗教知識內涵散見於國小社會科教材內容，並且經常伴隨鄉土課程及原住民議題出現，宗教儀式則是最常出現在教材內容的宗教知識內涵；呈現樣態部份，以文字為最主要的形態，其中又以舉例說明的方式最常見，活動呈現樣態的出現情形則顯得不足。根據研究結果，研究者認為，未來的宗教知識內涵課程需要重新定位，建議多與時事結合，增加宗教社會參與及宗教事件的相關課程，宗教知識內涵也應加強「終極關懷」的層面，並且將課程再加以組織與系統化；未來應增加宗教知識內涵的活動呈現樣態，課程研究發展可以擴展到不同領域教材的宗教知識內涵。最後，國小師資培育階段應增加宗教知識內涵相關課程，國小教師研習應增設宗教知識實務研習，以提昇教師宗教知識知能。
[ 英文摘要 ]
Religion has been an important theme existed in our textbook. However, the research related to religious issue of textbook has been lacked a grand view, and the quantity of religious theme contained in textbooks are not carefully identified in the literature. In fact, the religious issues has not become one of the main core in society curriculum in years, but religion still frequently presented in many textbooks in various versions. Taking this into consideration, this study aims to investigate the connotation of religious knowledge as well as its appearance in society textbook in elementary level. Three different versions of textbook are chosen and conducted by the content analysis method. The result indicated that the curriculum of elementary society contains rich and multidimensional religious knowledge from the idea and thought, emotion and experience, behavior and activity, organization and system, which are appearance in words, pictures and activity.
In conclusion, the connotation of religious knowledge is often seen in the society textbooks and appears with the local curriculum and the indigenous people subject frequently. It appears mostly by narrative or as examples, and the majority of them refer to religious rites. Furthermore, activities of religious knowledge are not enough.
The researcher suggests that the curriculum of religious knowledge will need to be located and unify with the current event about social participation. The connotation should also strengthen “the ultimate concern” and the curriculum needs to be organized and be systematized. The present of the activity should be increase. The research could expand to different domain. The curriculum of religious knowledge should be increased in the cultivatable stage of teachers in elementary school and the practice should be built.
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