國小數學教科書文本分析-以比、比值與正比單元為例

Text anlysis of elementary mathematics textbooks : A case of ratio

林瑋婷(Wei-Ting Lin)

指導教授 ： 許慧玉

國立清華大學/竹師教育學院/數理教育研究所/碩士(2017年)

摘要

本研究目的旨在探討 103 學年度臺灣四個版本國小數學教科書，比、比值與 正比單元教學內容和語意呈現的方式，及課本內容與編排差異。研究採用內容分 析法。本研究結果如下：（一）各版本祈使句研究結果異同之處：各版本教科書內容使用排除的祈使句多 於包含的祈使句，因此教科書較少將學生視為數學界的一員、重視學生思 考，極大部分都是以教師角色來引導或是宣告，因此各版本教科書權威性 仍較強。（二）各版本人稱代名詞、概念功能研究結果異同之處：各版本教科書使用人稱 代名詞，其代表意義除了有教師，還有學生，這之中隱藏著師生之間的對 話，如此一來會產生師生互動，學生也有如參與教師與數學專業權威的討 論，而權威性也將隨之降低，且各版本教科書皆使用圖示對話泡泡吸引學 生注意，讓教科書活化、生動化，以調動他們的想像與理解，雖然有的版 本使用的教師圖示不同，但其功能與其他版本沒有太大的相異。（三）各版本情態助動詞研究結果異同之處：各版本教科書內容皆有使用情態助 動詞，其內容的真實性、確定性將隨其意義而高低，權威性也隨之降低、 升高。（四）各版本問題研究結果異同之處：各版本教科書內容佈了很多題目讓學生回 答，但問題類型皆閉鎖性問題多於開放性問題，使得學生的思考空間受限。（五）各版本語篇功能研究結果之處：各版本教科書在單元內容設計皆具有銜接 性、連貫性，使得學生在學習該單元時，能夠與上一單元或是前一節連接 上，以增加理解力。 （六）各版本研究結果小結：各版本教科書之間人際功能、概念功能以及語篇功能其實同大於異，皆依照課綱的期望設計增強學生的學習動機，但在呈現的方式與過程不同，不同的地方在於特別針對單一功能時，因此各版本分別著重各子類別比例也不同，教科書如果設計太多主動性的機會給學生，在課室中教師可能會有教學進度的壓力，因此教科書在台灣整個文化下依然束縛得很緊。

關鍵字

人際功能 ； 概念功能 ； 語篇功能 ； 教科書分析

並列摘要

The purpose of research is discussing four different elementary math textbook in 103 academic years and focus on the topic which are content of courses of ratio and proportional unit, the way of semanteme present, content of textbook and the difference of formation. The consequences of research are following:
(I) The result of similarities and differences of imperative sentence in different version: 　　　 Various version textbook use more excluding imperative sentence than including imperative sentence. It shows that the giving authority of making decision by student is impossible, and teacher always play the role for guiding and declaring. As a result, various version textbook still keep the authority and don't let students declare, so textbook and authority of teacher are still powerful.
(II) The result of differences between personal pronoun for various version and ideational function of result: Various versions of textbooks use personal pronoun which means teacher and student. It also means communication between students and teachers. Student will feel joining the discussion with teacher and math master, then the authority of teacher will reduce. Moreover, various version of textbook use pattern and dialogue bubble to attract student ,and it makes text book more lively and change their understanding and imagination. Even though picture in some version is different, the function is similar to other version.
(III) The result of differences of modal verbs in every version: Various version of textbook use modal verbs. It makes authenticity, certainty and authority will be with the meaning of the content and high and low.
(IV) The result of differences of questions in every version: Various version textbooks have lots of question for student to answer but the type of questions is closed more than opened questions. It restricts student to think.
(V) The result of discourse in every version: In every version of textbook, each topic and content are designed continuously and connectively. It helps student connect to previous topic or previous chapter to understand easily.
(VI) The summary of various version: In various version textbook, the consequences of interpersonal function, ideational function and textual function are similar. They all follow the expectation of course guideline to improve student’s learning motivation. However, the way of showing and process is different. Different way especially focus on single function will make every version pay attention on minor category in different level. If textbooks were designed in giving students more initiative chance, it would be possible to cause that teacher may have the pressure of teaching progress int the class, then the authority of textbook is still tight.

並列關鍵字

interpersonal function ； ideational function ； textual function ； analysis of textbook

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