我國國民中學政治教育內容之研究—以近十年（1996-2004）教科書為例

Research on the Contents of the Political Education in Junior High Schools in Taiwan: Analyses of the Textbooks of Social Studies and Civic Courses from 1996 to 2004

林慧玲(Hui-Ling Lin)

指導教授 ： 鄧毓浩

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2004年)

摘要

無資料

關鍵字

政治教育 ； 教科書 ； 內容分析

並列摘要

The main purpose of this study is to investigate the contents of the political education in junior high schools in Taiwan. Literature reviews and content analyses are employed to analyze and compare the textbooks of social studies and civic courses published in the past decade in terms of the knowledge contents, skill contents and attitude/value contents. The textbooks, which are analyzed in the study, include those published by the official publisher in 1989 and 1994 and those published by three private publishers in 2001, which are represented respectively as A,B,C in the study. The major findings of this study are four-fold.
1. The overall analyses of the textbooks:
The layouts of the 1989 version and the 1994 version are enlarged and printed in color. The 2001 versions are much more diversified with their delicate printing and extra information for students.
2. The knowledge contents:
a. The proportions of the contents of political education in the 1989 version and 1994 version are both around 30 percent. The B version in 2001 covers larger proportion of the contents of political education than the A and C versions.
b. The contents of political education are mostly presented as the secondary texts. The ratios of the main texts to the secondary texts in the 1989 version and 1994 version are quite the same. The ratios of the main texts to the secondary texts in A and B version in 2001 are 2 to 1; the C version is with roughly equal proportions of these two.
c. The subjects of “Establishment & Operation of ROC Political System” and of “Relationship between Citizens & Politics Life” occupy more than half of contents of each version, which reveals that they are the most significant categories as far as the contents of political education are concerned. The subjects of “Basic Principles of Democracy” and “Nature of Politics” are of secondary importance. The subject of “World Politics & Global Development” is also dealt with in each version in spite of its small proportion. The subject of “Foundations of ROC Political System” is discussed least in each version.
d. The subject of “Government and Governmental System,” of “Political operation,” of “Nation and Patterns of Political System,” of “Civil right,” and of “Political Participation” are considered important in each version.
e. The contents of political education are discussed most in the textbooks of the second grade, which shows that the second grade is the prime time to impart the knowledge of political education to students.
3. The skill contents:
a. The design of the teaching activities in each version focuses on the “Communication Skills,” which reveals that each version pays much attention to students’ cultivation of abilities to express their thoughts and discuss their ideas with others.
b. The increase in the contents of “Intellectual Skills” in each version explains that multiple collection and application of information are the necessary learning skill to students.
c. The subject of “Action-Taking Skills” is dealt with less and less in each version because it needs more time to put it into practice.
4. The attitude/value contents:
a. Since 1994, the ration of “Commitments to Democracy” to “Commitments to Political Authority” has been 2:1, which shows a tendency to equip students with the value of democracy.
b. The subjects of “Obedience to the Rules,” of “Participation in Public Affairs,” of “Equality and Justice,” and of “Responsibility” are of importance in each version. The subject of “Patriotism” is discussed less and less in each version.
According to the results of the study, several recommendations are offered as follows:
1. Recommendations for the contents of political education:
a. The textbooks should include such teaching materials as political concept, the political system, and civic life in Taiwan.
b. The textbooks should pay equal attention to the students’ cultivation of intellectual skills, communication skills and action-taking skills.
c. The textbooks should emphasize the importance of value of democracy.
2. Recommendations to teachers:
a. In the process of teaching students, teachers should touch on not only the main texts but also the secondary texts in textbooks.
b. Teachers should keep themselves informed of political education and have abilities to edit and choose the reading materials of political education for students.
c. Teachers should combine the activities with those related to other courses so as to expand students’ learning experiences.
3. Recommendations for the Grade 1-9 Coherent Curriculum:
a. As for the knowledge contents, such supplementary materials as “Political Operation” and “Political Participation” should also be included in the standard of competencies.
b. As for the skill contents, “Intellectual Skills” should be put into the standard of competencies.
c. As for the attitude/value contents, the standard of competencies should include “Obedience to the Rules” and the concept of patriotism should not be overemphasized.
4. Recommendations for the follow-up studies:
a. As for the study objects, follow-up researchers could keep focusing on the textbooks published by different publishers. Or they could expand their researches to other fields. They even could engage in the multinational studies.
b. Follow-up researchers could expand their literature reviews and invite more scholars to develop more comprehensive categories of political education.
c. Follow-up researchers could adopt more study methods.

並列關鍵字

political education ； textbook ； content analysis