台灣與香港小學低年級階段教科書自我概念之比較研究

本研究旨在以內容分析法，針對台灣康軒文教事業所出版的小學一、二年級《國小生活》課本，以及香港教育出版社有限公司所出版的小學一、二年級《今日常識新領域》課本進行自我概念檢核。依據研究工具「自我概念類型與檢核細目表」逐項分析自我概念類目在《國小生活》課本與《今日常識新領域》課本中的分布情形，比較《國小生活》課本和《今日常識新領域》課本自我概念內容之相同處與相異處，並就教科書中自我概念內容規劃不足之處提出建議。本研究主要發現如下：一、《國小生活》課本在社會自我類型的教材內容規劃最多，《今日常識新領域》課本則在心理自我類型規劃最多的教材內容。二、《國小生活》課本重視生理感受、自我表達和同儕關係三個檢核細目的教材規劃，對於自我價值、班級規範和身體外觀三個檢核細目的教材內容規劃較少；而《今日常識新領域》課本重視自我表達、社區網絡和家庭教養三個檢核細目的教材規劃，對於身體技能、校園認識和自我價值三個檢核細目的教材內容則規劃較少。三、《國小生活》和《今日常識新領域》課本均重視社會自我、生理感受、自我表達和社區網絡面向的發展，均不重視身體外觀、自我價值和班級規範面向的發展。四、《國小生活》和《今日常識新領域》課本在心理自我、家庭自我、家庭教養、校園認識和同儕關係面向上，呈現教材規劃比重殊異的情形。最後根據結論，分別對台灣小學低年級階段生活課程教科書與香港小學低年級階段常識科教科書自我概念內容發展及後續研究提出幾項建議。

關鍵字

自我概念；教科書；生活課程；常識科

並列摘要

This study aimed to use content analysis to review the self-concept materials in the first and second grades’ textbooks, including “Life Curriculum” published by Kang Hsuan Educational Publishing Group and “New General Studies” by Hong Kong Educational Publishing House Limited. The research tool, “Self-concept Types and Review Specification Table”, was adopted to analyze the distribution of each self-concept item in “Life Curriculum” and “New General Studies” and compare the similarities and dissimilarities between the two textbooks. Suggestions for insufficiencies in content planning were also proposed. The major findings of this study included: 1.“Life Curriculum” has more coverage of social self-concept materials, while “New General Studies” has more coverage of psychological self-concept materials. 2.“Life Curriculum” focuses more on physiological perceptions, self expression, and peer relations and less on self value, class rules, and physical appearance. “New General Studies” provides more materials regarding self expression, community network, and family breeding, and fewer materials regarding physical skills, campus knowledge, and self value. 3.Both “Life Curriculum” and “New General Studies” emphasize students’ development in social self, physiological perceptions, self expression, and social networks and downplay their development in physical appearance, self value, and class rules. 4.Significant differences were observed between “Life Curriculum” and “New General Studies” in the distribution of materials regarding psychological self, family self, family breeding, campus knowledge, and peer relations. Finally, based on the above conclusions, suggestions regarding the development of self-concept materials in low-grade textbooks were proposed for both editions and future research.