教科書多元文化內涵之分析研究－以馬來西亞小一華文版健體教科書為例

本研究從性別平衡、族群多元和融合教育三個面向，以內容分析檢視馬來西亞《一年級體育與健康教育》的多元文化內涵，給予教科書編寫省思和建議。研究發現，教科書在整體編寫上有意維持性別圖像在呈現比例上的平衡，與體育運動有關的圖像並無呈現性別的刻板印象，但與健康知識相關的圖像則存在一定程度的性別暗示；教科書基本再現了馬來西亞多元族群的社會現實，並在族群圖像呈現比例上突顯非主流族群在多元社會的地位，但族群內容仍有可討論的空間；而有關身心障礙學生圖像出現的次數不多且內容不夠豐富，但卻是融合教育切實落實的一個良好示範。本研究建議，應立基於以維繫族群間和諧發展的多元文化觀點來呈現多元族群的樣貌，不應過多強化主流族群的思想意識；其次，建基於身心障礙學生應與普通學生一樣受同等對待這樣正確的融合教育理念，才能用來指導現實教學；最後，應從圖像呈現比例和內容上打破性別的刻板印象，從平權的角度編寫有關多元文化的性別圖像。

關鍵字

多元文化；健體教科書；教科書分析

並列摘要

This study examined the multicultural content of a physical and health education textbook for Malaysian first-grade students from the perspectives of gender equality, ethnic diversity, and inclusive education. Qualitative content analysis was adopted to analyze the multicultural content of the book, aiming to provide suggestions for improvement. First, the research found that the textbook deliberately maintained a quantitative balance in the arrangement of gender images. In terms of content presentation, images related to sport events exhibited no gender bias, whereas images related to health knowledge exhibited a certain degree of gender stereotypes. Second, the textbook basically presented the social reality of Malaysia's diverse ethnic groups and highlighted the proportion of images depicting non-mainstream ethnic groups among all ethnic groups. However, discussions on the contents of ethnic groups were insufficient. Third, although few images and little content depicted disabled students, the inclusion of images of such students was a good example of the implementation of inclusive education. Based on these findings, this study had the following suggestions: (a) the presentation of diverse ethnic groups in the textbook's content should be based on the multicultural view of harmonious development among ethnic groups, and overemphasizing the mainstream group's ideology should be avoided; (b) the implementation of inclusive education should be based on the idea that disabled students should be treated the same as non-disabled students; (c) gender content should be written from the perspective of gender equality, thus eliminating gender stereotypes in terms of image proportion and content presentation.

並列關鍵字

multiculture ； physical and health education textbook ； textbook analysis

參考文獻

郭丁熒（2005）。〈「為何我們如此相近，卻又如此不同？」─從批判教學論談「關注差異」之教學文化〉。《課程與教學季刊》，第 8 卷第 3 期，頁 41–54。https://doi.org/10.6384/CIQ.200507.0041

陳永宏（2001）。〈檢視小學體育教科書中的性別偏見現象〉。《中華體育季刊》，第 15卷第 3 期，頁 99–105。https://doi.org/10.6223/qcpe.1503.200112.2014

黃郁茹、陸偉明（2016）。〈檢視教科書圖片人物的性別與身體體型：國中健康與體育領域〉。《教育研究學報》，第 50 卷第 1 期，頁 23–42。https://doi.org/10.3966/199044282016045001002

王雅玄、黃嘉苹（2015）。〈誰有多元文化文本？臺灣與香港國語教科書之文本比較〉。《臺灣教育社會學研究》，第 15 卷第 2 期，頁 45–84。https://doi.org/10.3966/168020042015121502002

Brown, G. K. (2007). Making ethnic citizens: The politics and practice of education in Malaysia. International Journal of Educational Development, 27(3), 318–330. https://doi.org/10.1016/j.ijedudev.2006.12.002

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教科書多元文化內涵之分析研究－以馬來西亞小一華文版健體教科書為例

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