素養導向的國中英語教科書之內容分析－以臺灣及日本為例

本研究旨在探討國中英語教科書與素養導向課程內涵之相關性，主要採內容分析法，以三大類目及次類目為架構，針對臺灣及日本各一版本之國中英語教科書內容進行分析，並比較兩國教科書之差異，以作為教育機關及英語教師實踐素養導向融入課程時之參考，亦可作為教科書編輯時之參考依據。本研究結論如下：一、在自主行動力的層面上，兩國教科書的設計都較著重於系統思考與解決問題的素養，主要是透過文章閱讀的方式培養。整體而言，相較於臺灣教科書，日本編撰有關「符號運用與溝通表達力」的內容更有生活情境的連結。二、整體而言，兩國對於「多元文化與國際理解」所設計的學習內容，臺灣偏好於單一的文化故事分享，而日本會將本國文化與他國文化作連結和比較。三、在「社會參與力」方面，臺灣教科書有關人際關係與團隊合作的內容比日本來得多。四、有關情境化與脈絡化的學習內容，在七年級到九年級的教科書中，日本教科書內容與生活的連結相較於臺灣教科書來得真實；而臺灣教科書則在九年級開始變得較為貼近生活。基於本研究之發現，研究者針對教科書編輯、實施素養導向課程教學的教師及後續研究者提出建議。

關鍵字

素養導向；英語教科書；內容分析法

並列摘要

This study aims to investigate the correlation of English textbooks for junior high school students and the implication of competency-based courses. The content analysis method was mainly used to analyze the content of the two editions of English textbooks, one adopted in Taiwan and the other in Japan, by labeling the content into three main categories and subcategories. The differences between the textbooks of the two countries were also compared so that it could be used as a reference for textbook editing as well as for educational institutions and English teachers, who implement competency-based courses. The conclusions of this study are as follows: 1. In the aspect of “Autonomous Mobility,” the connotations of competency of the both textbooks from the two countries are more focused on systematic thinking and problems solving, mostly developed through articles reading. Generally, in comparison of Taiwan, the cultivation in the Japanese textbook of the competence of “symbol use and communication” is more connected with life situations. 2. In general, the Taiwanese textbook prefers to share a single cultural story as learning content of “multicultural and international understanding,” while that of Japan connects and compares the domestic culture with foreign ones. 3. In the aspect of “Social Participation,” the Taiwanese textbook contains more content of interpersonal relationships and teamwork when compared with that of Japan. 4. Regarding to situated and contextualized learning content, that in the Japanese textbooks from 7th to 9th grades is more authentic than that in the Taiwanese textbooks, whereas that in the Taiwanese textbook for 9th grader become closer to life situations. Based on the findings of this study, the researcher provided suggestions to textbook editors, teachers who implement competency-based courses, and future researchers.