部編版與審定版國中地理教科書之分析研究

本研究旨在探討國民中學部編版地理教科書與審定版社會學習領域（地理）教科書的內容，分析各版本的教學目標、教材內容以及教學評量，進而提出結論與建議。本研究的主旨為：1.比較現行審定版三版本之間教科書內容的異同；2.探討部編版與現行審定版教科書內容之差異；3.檢核部編版教科書之教學目標、教材內容、教學評量三者之間，是否能嚴整相呼應；4.檢核現行審定版教科書之教學目標、教材內容、教學評量三者之間，是否能嚴整相呼應。　　本研究方法為文獻分析與教材內容分析，研究範圍有民國87至90年國立編譯館編撰的國民中學教科書（部編版）及103學年度國民中學教科書（審定版，版本有南一、康軒、翰林，共第一冊至第六冊），本研究主要針對課文內容、課本隨堂練習和習作部分進行內容分析。　　研究結果如下：1.部編版與審定版的課程架構差異大，而兩者皆以認知目標最多，技能和情意目標較少；2.部編版部分教學目標對學生不具有真實意義、或是無意義的教學目標；3.部編版和審定版教材內容以「地形」、「氣候」、「經濟」、「區域」四主題比例較高；4.部分審定版與國小教科書內容重複、或是超出基本內容範圍；5.部編版與審定版課文在地理概念分配上有顯著差異，但在四大類別（自然地理、人文地理、地理技能、環境地理）的分配上，並無顯著差異；6.教學評量部編版以高層次題型最多，審定版以知識題型最多；7.部編版與審定版教學評量在認知層次的分配上有顯著差異。　　綜上所述，本研究針對國中社會科（地理）教材/教科書的編輯提出綜合討論如下：1.教科書設定之教學目標應具有實質意義，而非只是聊備形式，且認知、技能、情意目標三者並重；2.教材編選應注重各學習階段與跨學科的整合及螺旋性概念系統；3.部編版和審定版教材內容較集中在四個主題、與人文地理，較缺乏地理技能；4.教學評量部編版以高層次題型最多，審定版以知識題型最多，且兩者在認知層次的分配上有顯著差異；5.教科書撰寫應增強教學目標、教材內容、教學評量三者間的相互連結性。　　本文結論為1.審定版三版本分別在課文內容、教學評量上有所不同；2.部編版和審定版在課文內容、教學評量上也有所不同；3.部編版、審定版的教學目標、教材內容和教學評量三者之間大多能互相呼應；4.開放審定版的教材因「基本內容」的屬性，導致有考試領導教科書的傾向；5.審定版的教學評量題型並沒有比舊有的部編版更多元。

關鍵字

國中地理；教科書；教學目標；教學評量；內容分析

並列摘要

The content of the study is to analyze the four versions of Geography textbooks of junior high school. The four versions are National-Edition and three kinds of approved Geography textbooks of junior high school.According to the findings, the study intends to provide some suggestions. 　　The major points under discussion are：1. To compare the similarities and differences between the approved Geography textbooks; 2. To compare the differences between National-Edition and approved Geography textbooks; 3. To check the instructional objectives,instructional materials,and instructional assessments of National-Edition,whether correspondence; 4. To check the instructional objectives, instructional materials,and instructional assessments of approved, whether correspondence. 　　The research methods are literature analysis and content analysis. This study is focused on textbook contents, textbook exercises and assignments. 1998-2001 National-Edition and 2014 approved（Nani,Kang Hsuan, Hanlin）Geography textbooks of junior high school are discused about. 　　The results are as follows: 1. National-Edition and approved’ curriculum frameworks are different.Domains objectives are the most.Fewer cognitive and affective objectives; 2. For students, there is no real meaning or meaningless in part of National-Edition instructional objectives; 3. National-Edition and approved textbooks content with higher proportion of "terrain", "climate", "economy", and "regional" four themes; 4. Part approved and elementary school repeat the textbook content, or content beyond the basic range; 5. National-Edition and approved have significant differences in the Geographical concept distribution,but in the distribution of the four categories (physical geography, human geography, geography skills, and environmental geography),no significant differences are found; 6. In instructional assessments,there are the most high-level questions in National-Edition,but there are the most knowledge questions in approved; 7. In instructional assessments,there is a significant difference in the cognitive distribution between National-Edition and approved. 　　The major results of the study were as the following：1. Instructional objectives should be meaningful, not just forms.Domains,cognitive,and affective objectives should be of the same proportion; 2. Textbooks should pay attention to the integration of all stages of learning and interdisciplinary and helicity concept system; 3. National-Edition and approved Geography textbooks focus more on four themes, and human geography,relatively lack of geographical skills; 4. In instructional assessments,there are the most high-level questions in National-Edition,but there are the most knowledge questions in approved.And there are significant differences in the cognitive level between both; 5. Textbooks should enhance interconnection among instructional objectives, instructional materials, and instructional assessments. 　　This article concluded: 1. Three kinds of approved Geography textbooks are different in content and instructional assessments; 2. National-Edition and approved Geography textbooks are different in content and instructional assessments; 3. The instructional objectives, teaching materials and instructional assessments among the three may most correspond to one another; 4. Because of the basic content, cause examination leading textbook in approved textbooks; 5. In instructional assessments questions, approved no more than National-Edition textbooks.