台灣與中國國中數學教科書一元一次方程式教材內容分析之比較研究

The comparative study of the one-variable linear equation materials content analysis of junior mathematic textbooks in Taiwan and China

游麗芬(Li-Fen Yu)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400539

摘要

本研究旨在探討台灣康軒版與中國北師大版國中數學教科書一元一次方程式教材之分析比較。本研究採用內容分析法，以數學問題為分析單位，依據布魯姆認知領域教育目標修訂，來分析兩版本在知識向度及認知歷程向度的分佈情形和一致性。
研究結果如下：
一、台灣版在面編排設計較清晰，計算空間大，版面整齊。
二、台灣版在例題解說較詳盡，中國版則以簡潔的方式呈現。
三、中國版教科書重視大量練習，練習題佔的比例約七成。
四、台灣版和中國版在「知識向度」分布類似。
五、台灣版和中國版在「認知歷程向度」分布類似。但在認知歷程「評鑑」和「創造」兩高層次之題目分布百分比則偏少。
六、知識向度與認知歷程向度所歸納出十四種主要題型中，兩版本最常出現的題型依序為「程序知識和應用」、「概念知識和了解」及「後設認知知識和分析」皆在13％以上。
從上述研究結果，提供有關單位編輯教科書之參考，並提出相關建議以為未來研究方向之依循。

關鍵字

布魯姆認知領域教育目標分類修訂 ； 數學教科書 ； 一元一次方程式

並列摘要

The purpose of this research is to analyze and compare the Kang Hsuan version of Taiwan and the Beijing Normal University version of China, with "one-variable linear equation” theme in junior high school math textbooks. Content analysis was used as method and mathematics problem was as unit to analyze. Revision of Bloom’s taxonomy of Educational Objectives was employed as the analytic tool. Through content analysis, we expect to realize the distribution and consistency of these textbooks in Knowledge Dimension and Cognitive Process Dimension.
The results of this study are summarized as follows:
1. Taiwan version is more clearly in printing layout then China one. Taiwan version provides space for calculation and has neater arrangement.
2. In sample problems, Taiwan presented a detailed problem-solving process, but China only offered brief descriptions or definitions.
3. China textbook pays attention to excessive practice. And the percentage of Exercises presented in the textbooks was very high, about 70%.
4. When it comes to the comparisons of Taiwan and China math textbooks on “Knowledge Dimension,” occupy similar distributions.
5. When it comes to the comparisons of Taiwan and China math textbooks on “Cognitive Process Dimension,” occupy similar distributions. Few mathematics problems were found at higher levels of “Evaluate” and “Create”.
6. Six levels in the Revised Bloom’s Taxonomy (Remember, Understand, Apply, Analyze, Evaluate and Create), and four types of knowledge (Factual, Conceptual, Procedural and Meta-cognitive) were identified, together comprising fourteen major types. Mathematics problem types on Apply Procedural Knowledge and Understand Conceptual Knowledge and Analyze Meta-cognitive Knowledge were the majority in the two math textbooks.
This study provided suggestions for the future curriculum development and related researches based on the findings.

並列關鍵字

one-variable linear equation ； mathematics textbook ； revision of Bloom’s taxonomy of educational objectives

參考文獻

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