英文教科書之真實性檢核規準－以東大版技術型高中英文教科書為例

中文摘要學號：N10970005 論文名稱：英文教科書之真實性檢核規準－以東大版技術型高中英文教科書為例總頁數：222頁學校名稱：國立屏東科技大學系(所)別：技術及職業教育研究(所) 畢業時間及摘要別：111學年度第二學期碩士學位論文摘要研究生：葉珠麒指導教授：吳雅玲論文摘要：本研究旨在建立一套教科書真實性檢核規準，並以此檢核規準探究技術型高中英文教科書各冊各版本之真實性。本研究採內容分析法，以東大版技術型高中英文教科書第一冊作為研究對象，以教科書真實性檢核規準之六大檢核類目(目標真實性、文本真實性、溝通真實性、文化真實性、學習歷程真實性、任務練習真實性)探究其目標、內文、練習，以及圖片之真實性，本研究歸納之主要結論如下：壹、設計出英文教科書真實性檢核規準一、目標真實性：教科書整體宗旨體現現實世界中的互動與交流。二、文本真實性：教科書內容須取自於現實世界中的真實素材與各式主題。三、溝通真實性：教科書內容須涵蓋溝通的實際參與者、具體的溝通目的，以及符合現實需求的溝通結果。四、文化真實性：教科書內容須呈現各國真實文化，以達成理解各式國際文化為目標，以及養成面對文化差異之態度。五、學習歷程真實性：教科書內容須連結學習者之成長環境各項要素。六、任務練習真實性：教科書內容之任務練習需符合真實生活之各項情境，以確保與學習者的經歷相互呼應。貳、東大版技術型高中英文教科書具中上程度之真實性一、目標真實性：教科書之整體宗旨具完整之「目標真實性」。二、文本真實性：教科書內文與圖片之檢核得分近八成，多數具「文本真實性」。三、溝通真實性：教科書內文與圖片之檢核得分僅近一成，不具「溝通真實性」。四、文化真實性：教科書內文與圖片之檢核得分未滿五成，「文化真實性」不足。五、學習歷程真實性：教科書內文與圖片之檢核得分超過九成，具「學習歷程真實性」。六、任務練習真實性：教科書之練習檢核得分近八成，多數具「任務練習真實性」。最後，本研究根據上述研究結果，聚焦英語文教師、英語文教科書出版商，以及未來研究之進路提出具體建議，以供參考。關鍵字：真實性檢核規準、教科書真實性、真實性、英文教科書、技術型高中

關鍵字

真實性檢核規準；教科書真實性；真實性；英文教科書；技術型高中

並列摘要

Abstract Student ID：N10970005 Title of Thesis： Authenticity Criteria for English Textbooks-Take the Grand East version of Vocational Senior High School English Textbooks for example Total Page：222 Department / Graduate Initute：National Pingtung University of Science and Technology, Graduate Institutate of Technological and Vocational Education Date of Graduation：July, 2023 　　　　　Degree Conferred：Master Name of Student：Chu-Chi Yeh 　　　　　Advisor：Dr. Ya-Ling Wu Abstract： The main objective of this study is to establish a set of criteria for textbook authenticity and to investigate the authenticity of English textbooks in vocational high schools using these criteria. This study adopts a content analysis approach and uses the Grand East edition of vocational senior high school English textbooks (Book 1) as the main objective of the study. This study uses six criteria, authenticity of purpose, textbooks, communication, culture, learning process and assignments, to explore the four main areas of authenticity in textbooks, objectives, text, practice and images. The main conclusions of this study are summarized below: Designing Authenticity Criteria for English Textbooks. I. Authenticity of purpose: The overall objective of the textbook is to reflect real-world interaction and communication. II. Authenticity of textbooks: The content of textbooks should be drawn from real-world sources and a variety of subjects. III. Authenticity of communication: The material should include the actual participants, the specific purpose and the results of the communication that meet realistic needs. IV. Authenticity of culture: The content of textbooks must present the authentic culture of each country in order to achieve an understanding of the various international cultures and to develop attitudes to cultural differences. V. Authenticity of the learning process: The content of the textbook should be linked to elements of the learner's developmental environment. VI. Authenticity of assignments: The assignments in the materials should be aligned with real-life conditions to ensure that they are consistent with the learners' experiences. The Grand East of vocational senior high school English textbooks with great authenticity. I. Authenticity of purpose: The overall objective of the textbook is to have complete authenticity II. Authenticity of textbooks: Most of the text and images in textbooks have 'textual authenticity' (Nearly 80% compliance with the inspection results). III. Authenticity of communication: The text and images in the textbook do not correspond to the authenticity of the communication (Only 10% of the results were found to be consistent). IV. Authenticity of culture: The cultural authenticity of the text and images in the textbooks needs to be revised (Less than 50% compliance). V. Authenticity of the learning process：The text and images in the textbook are consistent with this authenticity (Over 90% compliance). VI. Authenticity of assignments: The assignments for each unit in the textbook are of great authenticity (Nearly 80% of review results). Ultimately, based on these findings, this study focuses on English teachers, English textbook publishers, and directions for future research. KeyWords：Authenticity Criteria, Authenticity Checking Standards, Textbook Authenticity, Authenticity, English Textbooks, Vocational Senior High Schools