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題名 | 國小六年級社會教科書世界觀教育內涵之分析=Analyzing the Perspective of Global Education in the 6th Grade Textbooks of Social Studies |
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作者 | 楊明華; | 書刊名 | 初等教育學刊 |
卷期 | 16 2003.12[民92.12] |
頁次 | 頁111-139 |
分類號 | 523.45 |
關鍵詞 | 社會科; 世界觀教育; 國際教育; 內容分析; Social studies; Global education; International education; Content analysis; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在分析國小六年級的社會教科書 (南一版、康軒版、國編版、翰林版) 其世界觀教育的內涵。本研究所採行的研究方法為內容分析法,主要探討的重點有三:其一,了解國小六年級各版本社會教科書,在世界觀知識、技能、態度以及參與行動四個層面的分佈情形;其二,比較國小六年級不同版本社會教科書,在世界觀知識、技能、態度以及參與行動的異同。 以下即將研究發現加以歸納,作成如下結論: 一、回家版本在知識內涵層面出現最多的五個內誦,均是文化交流、世界歷史、多元化的地球村、世界地理、生態問題。 二、四家版本在技能內涵層面出現最多的是閱讀技能、思考技能、溝通表達與分享。 三、四家版本在態度層面均提到的是關懷人類福祉、培養尊重包容欣賞文化間的多樣性。 四、回家版本在參與行動層面,對各種參與世界的方式與人、事、物的介紹,大致走出現在段落文章與課本圖片中。其次,內容在引導學生的參與行動,走出現在課本圖片與學生習作中。 五、四家版本教科書在世界觀教育四個層面的分佈情形,均以知識層面為最高,而以參與行動層面為最低。而占中間部份的技能層面與態度層面,四家版本的比重次序則有些許不同,南一版典康軒版的態度層面高於技能層面,國編版和翰林版的技能層面則高於態度層面。 |
英文摘要 | The research was to explore the perspectives of Global Education in the Elementary Social Studies textbooks complied in accordance with the curriculum standards in 1993, including the NANI, KNSH, National Official, and HIANLIN textbooks. The research employed content analysis methods to do this study. The purpose of the research was twofold first, to understand the distributed proportion of the dimension in knowledge, ability, attitude, and participated action in Global Education in the four textbooks; second, to understand the similarity and the differences in knowledge, ability, attitude, and participation of Global Education in the four textbooks. The results were summarized as follows: 1. The five contents with the highest proportions in the knowledge aspect of Global Education, are cultural exchange, world history, multi cultures in the global village, world geography, and ecological problems in the world. 2. The three contents of higher proportion in the ability aspect of Global Education are reading ability, thinking ability, communication and expression, and sharing ability. 3. Two of the same contents that appear in the four textbooks are the care about human welfare and the attitude Cultivating, respecting, tolerateing, and appreciateing cultural diversities. 4. The content that is relevant to the participation of world affairs appears in the texts and illustrations of the textbooks; the contents that guide the students to participate in the world affairs appear in the illustration of the textbooks and in the student workbooks. 5. The highest proportion among the knowledge, ability, attitude and participated action of Global Education is in knowledge, and the lowest proportion is in participated action. As for ability and attitude, there are some differences. In the NANI and KNSH textbooks, the proportion in ability is higher than that in attitude. In the National official and HANLIN textbooks, the proportion in attitude is higher than that in ability. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。