中學地理教科書中全球教育內涵之跨國分析比較

A Cross-Country Comparison Study on Global Education of Geography Textbooks in High School

蘇婷玉(Ting-Yu Su)

指導教授 ： 賴進貴

國立臺灣大學/理學院/地理環境資源學研究所/碩士(2015年)

https://doi.org/10.6342/NTU.2015.01709

摘要

科技的進步使得世界各國人民得以突破地理空間的障礙與限制，自由地進行交流與溝通，全球緊密相連，進入全球化時代。今日的學生是否具備足夠的知識與能力來因應是許多國家教育當局所重視，也促進了全球教育的發展，幫助學生強化全球化知能。
本研究透過比較中國、英國、美國、日本及臺灣(龍騰版與翰林版)的中學地理教科書內容，以了解現行各國中學地理教科書中全球教育內涵的呈現與差異，從中析取具體的資料，使未來的地理課綱研擬及教科書編寫有所依據及助益。為達上述目的，本研究利用文獻分析整理出全球教育三大學習面向：「全球系統關連」、「全球重要議題」、「多元文化理解」，並細分為九個類目：「全球治理」、「全球經濟發展」、「全球連結性」、「公平與正義」、「人口與分布」、「環境與資源」、「安全與健康」、「文化認知與欣賞」及「族群肯認與尊重」。接下來採用內容分析法，同時以量化和質性方式檢視比較各國中學地理教科書中所呈現的全球教育內涵，包括課文、圖片及練習活動三個部分。
針對課文部分，本研究發現全球教育內涵佔地理教科書的比重由高至低依序為日本版、翰林版、龍騰版、美國版、英國版及中國版，以「環境與資源」類目比例最高，「全球連結性」類目比例最低。翰林版、龍騰版的全球尺度與本國尺度較平衡。英國版提供較多生活化教材、美國版與英國版安排較多的正反論述。針對圖片部分，現有課本以表徵性與組織性認知功能的圖片使用比例最高，美國版的圖片一律編排相關問題引導學生判讀。練習活動部分以「了解」層次認知歷程的練習活動居多，英國版編排較多利用網路資源進行的練習活動。根據上述結論，本研究針對教育單位、教科書編輯和後續研究提出若干未來建議。

關鍵字

全球化 ； 全球教育 ； 地理教科書 ； 內容分析

並列摘要

Advances in technology make people all over the world exceed the geospatial limits. With different kinds of electrical equipment, people communicate and exchange information freely. Each individual is connected with each other. The age of globalization has come. Nowadays education authorities in many countries put a high value on students’ response to globalization. In order to strengthen students’ competence, global education has been promoted.
This study compares current high school geography textbooks in China, UK, USA, Japan and Taiwan (Lungteng version and Hanlin version). The comparison is to understand the appearance and the differences of the global education. Besides, the study obtains good elements from them; hope to be helpful for framing and compiling contents in Taiwan geography textbooks. To achieve the goal, this study sorts out three aspects of global education: global system connection, important global issues, and multi-cultural understanding. The three aspects are subdivided into nine separate sections: global governance, global economic development, global connection, fairness and justice, population and distribution, environment and resources, safety and health, culture cognition and appreciation, and ethnic recognition and respect. The Content Analysis is adopted in this study to examine the global education in geography textbooks quantitatively and qualitatively. Texts, illustrations, and activities in textbooks are also examined.
The study reveals several facts below. In the part of “proportion of global education,” the Japan edition geography textbook involves the most texts. After that the ratings are: Hanlin version, Lungteng version, the US edition, the UK edition, and the China edition. The section “environment and resources” is mentioned the most; on the contrary, the section "global connection" is mentioned the least. Hanlin version and Lungteng version get the balance between the global scale and the home-country scale in texts. The UK edition provides more materials related to human life. The US edition and the UK edition are designed more discussions from positive and negative sides in texts. All geography textbooks place the highest proportion to representational and organizational illustrations. The US edition sets up more questions to guide students to explain or understand illustrations. Activities of “understanding level” are arranged the most. The UK edition lays out more activities that students have to use the Internet resources to deal with. According to the conclusions above, several recommendations are proposed for education authorities, textbook editors, and further studies in the future.

並列關鍵字

globalization ； global education ； geography textbooks ； content analysis

參考文獻

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