教科書是教學歷程中重要的媒介,不僅提供學習的知識外,也經常傳遞著無形的意識型態。2004年政府公布《性別平等教育法》強調學校教材內容應平衡反映不同性別的歷史貢獻及生活經驗,並呈現多元之性別觀點。然而在現行的教科書研究中仍可發現存在許多的性別刻板化和偏頗的意識型態。 因此本研究採取內容分析法,將性別意識型態分為「性別比例」、「性別角色」、「性別階層」與「性別空間」四個主類目,針對從《認識臺灣(歷史篇》教科書開始,及之後依據九年一貫課程綱要編輯而成的《社會領域-歷史》第一、二冊的國中臺灣史教科書進行分析探究,並以女性主義史學的觀點對內容分析的結果進行分析,旨在檢視由統編本到審定本的國中臺灣史教科書中的性別意識型態呈現如何的演變。 本研究的結果發現:(1)國中臺灣史教科書的圖文仍是維持男多女少的性別比例,以男性為歷史記載的重心;(2)國中臺灣史教科書圖文中女性始終侷限在「社會經濟類」的角色與活動;男性在圖片方面以「社會經濟類」和「政治軍事類」角色與活動居多,在課文方面則是高比例地呈現「政治軍事類」的男性角色與活動;(3)國中臺灣史教科書著重政治軍事領域的男性功蹟,女性在歷史中淪為陪襯附屬的角色,且男性階層間則經常呈現宰制、陽剛的互動,傳達出「雄性暴力」的性別意識型態;(4)國中臺灣史教科書在公領域與私領域皆呈現出以男性為主的性別空間;(5)國中臺灣史教科書因循傳統菁英政治史觀的編纂方式,缺乏關注普羅大眾生活的社會生活史。 最後本研究根據研究的結果,針對課綱與教科書編審、國中歷史教師教學及進一步研究等方面提出若干建議,並針對本研究不足之處,提出一些可供後續進行相關研究的參考建議。
School textbooks play an important role in students learning at school; and the contents of the textbooks usually express gender ideology in an invisible way. This study aims to discuss the evolution of gender ideology in the junior high school Taiwan history textbooks by the content analysis method with the view of feminism historiography. It exams four aspects in the “gender ideology”: “sex proportion”, “gender role”, “gender stratification” and “gender space”. The major findings of this study are summarized as follows: (1) In sex proportion, the rate of appearance in males is more than females. Male is the focus of the historical reports. (2) In gender role, females’ status and activities focus in “social and economical type” ; in the pictures, males’ status and activities focus on “social and economical type” and “political and military type” , but in the text, males’ status and activities highly focus in “political and military type” (3) In gender stratification, males are superior to females. And the relationship of males often expresses the gender ideology of “male violence”. (4) In gender space, no matter in the public sphere or in the private sphere, males had most space than females. (5) The junior high school Taiwan history textbooks still stress the elite and political history, neglect the social lfe history. Finally, according to the findings of research mentioned above, some suggestions were contributing to teachers, curricula, publishers, and further research.