國中國文教科書「修辭法」之分析研究

A Study of Rhetoric Teaching Content of Junior-High Chinese Textbooks

黃淑苓(Su-Ling Hwang)

《教科書研究》 2卷2期 (2009/12) Pp. 33-52

https://doi.org/10.6481/JTR.200912.0033

摘要

國中學生、教師及家長普遍感覺當前國文課教授很多「修辭法」，到底國中國文「修辭法」教學發生怎樣的改變？研究者期望透過對於國中教育實施以來各課程標準／課程綱要的國文教科書之修辭內容進行分析，以瞭解國中國文「修辭法」教學的改變趨勢。本文以內容分析方式分析1968年以迄2008年7次課程標準／課程綱要11版本66冊國文教科書。發現國文教科書修辭教學內容有由消極修辭轉向積極修辭、「修辭格」類別數量有明顯增加、修辭教學窄化為修辭格教學之趨勢。研究者建議應推動修辭教學之實徵研究，以建立修辭教學內容與方法之可靠依據。

關鍵字

修辭 ； 國文教學 ； 教科書 ； 國中 ； 內容分析

並列摘要

In the recent two decades, parents, students and teachers of junior- high-schools have a common sense that students are learning more and more Chinese rhetorical devices. However, there is no reliable information on the change in rhetoric teaching in junior-highs. Therefore, the researcher decided to analyze the rhetoric teaching content of Taiwan junior-high Chinese textbooks to understand the change of rhetoric teaching. A total number of 66 junior-high Chinese textbooks based on 7 official curriculum standards/ guidelines, published from 1968 to 2008, were analyzed. The result confirmed the general impression that there was a trend showing quantitative increase and qualitative change in rhetoric teaching content in junior-high textbooks. Compared to their parents, today junior-high students learn many more rhetorical devices, but less rhetoric on wording and sentence-making from their textbooks. The researcher suggested that empirical studies should be conducted to provide a solid knowledge base for rhetoric teaching and learning.

並列關鍵字

rhetoric ； Chinese teaching ； textbooks ； junior high school ； content analysis

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