國小語文領域教科書中身心障礙人物之內容分析研究

Content Analysis of People with Disabilities in Chinese-Language Elementary School Textbooks

李翠玲(Tsuey-Ling Lee)

《教科書研究》 4卷1期 (2011/06) Pp. 31-54

https://doi.org/10.6481/JTR.201106.0031

摘要

學校教科書對學生態度形成和人格發展的影響至鉅，教科書中對身心障礙人物的描述也會影響學生對身心障礙同學的態度。本研究旨在透過內容分析法分析國小語文領域教科書中身心障礙人物之障礙類別、發展特質、重要他人與融合教育。研究結果如下：（1）語文領域教科書中身心障礙人物分布率低，且障礙類別偏狹，以肢障的出現率最高，缺聽障、自閉症、情緒行為障礙與發展遲緩等4類障礙；（2）教科書中偏重在障礙名人之發展特質描述；（3）國小語文領域教科書之身心障礙者人物之重要他人，包括父母、教師與同儕等；（4）教科書中有關融合教育文章僅有2篇，主題為身心障礙學生參與班級活動過程與障礙體驗。研究者建議教科書編輯應擴增身心障礙人物文章篇幅與融合教育內容，以實踐九年一貫課程綱要人權教育議題。

關鍵字

語文教科書 ； 身心障礙人物 ； 內容分析

並列摘要

Textbooks are able to shape the attitude of students. The descriptions of people with disabilities in textbooks would influence students' attitude to people with disabilities. The purpose of this study was to analyze people with disabilities described in Chinese-language elementary school textbooks, including the prevalence of categories of disabilities, the development of their character, significant others and inclusive education. The results of study include: (1) People with disabilities are significantly underrepresented in Chinese-language elementary school textbooks. The most prevalent disabilities found in textbooks focused on physical disabilities in nature. Four categories of disabilities neglected in textbooks including hearing impairment, autism, emotional disabilities, and developmental retardation. (2) Textbooks tended to emphasize the character development of well-known people with disabilities. (3) Significant others for people with disabilities including parents, teachers, and their peers. (4) Only two compositions regarding to inclusive education in textbooks. The themes focused on the participation of physically and mentally disabled students in class activities and experiencing disabilities.

並列關鍵字

Chinese-language textbooks ； people with disabilities ； content analysis

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