本研究旨在研究國中英語教科書中與國際教育相關之內涵,主要採用內容分析法,以六大類目及其次類目為架構,針對臺灣及日本各兩個版本之國中英語教科書內容進行分析,並且比較各版本之差異,以作為教育機關及英語教師實踐國際教育融入課程時之參考,亦可作為教科書編輯時之參考依據。 本研究結論如下: 一、 整體而言,臺灣的國中英語教科書比日本的國中英語教科書包含 較多的國際教育相關內涵。 二、 臺灣的國中英語教科書所包含的國際教育相關議題內容,其選材 較侷限於美國、澳洲及日本,且內容較制式化;相對之下,日本的國中英語教科書選材較多元、有趣且生活化。 三、國際教育相關議題內容之比較差異,臺灣的國中英語教科書版本 涵括的國際教育內涵較為完整,而日本的國中英語教科書版本共 同缺乏「國際文學」、「國際文學舉例」及「國際文學引用」。 四、四個版本的國中英語教科書,所納入的國際教育內涵,以「國際 知識」最多,而「國際文學運用」最少。 基於本研究之發現,針對教科書編輯、教師實施課程教學及後續研究者,提出具體建議以供參考。
The aim of the research attempts to explore and compare how the content of international education materials is integrated in English textbooks of junior high school in Taiwan and Japan. The content analysis was adopted as the research method with four versions of English textbooks collected as the materials in this study. This research involved a survey, comprised of both quantative and qualitative analysis of the content and the comparison of the textbooks. It is hoped that the results of the study can serve as a basis for further study in international education. The major findings are as follows: 1. Overall, Taiwan’s junior high English textbooks contain more content about international education materials than Japan’s. 2. The issues about internataional education which is integrated in Taiwan’s junior high English textbooks limit to the United States, Australia and Japan; Moreover, the content is under standardization. By contrast, the issues in Japan’s junior high English textbooks are more useful and interesting. 3. As for the differences about the content of international education between the two countries, Taiwan’s English textbooks are more complete in content than Japan’s. The two versions of Japan’s English textbooks are lack of “international literature”, “international literary example" and "international literary references.” 4. In total, the four versions use the most materials about “international knowledge”, and use the least materials about “the application of international literary.” To sum up, the results of the research suggest the significant differences and relations to the content of international education that might profitably be addressed by teachers, textbook editors and future researchers in this area.