國中社會學習領域教科書人權教育之內容分析研究
Abstract
本研究旨在藉由人權教育議題能力指標為主軸，分析現行國中社會學習領域教科書中，對人權教育議題內涵的選擇與詮釋，以瞭解人權教育議題於國中社會學習領域課程中融入之情形，並藉以推論人權教育在國中教育之落實現況。本研究採用內容分析法，研究對象為：南一書局、康軒文教事業有限公司、翰林出版事業有限公司所出版之教科書，自第一冊至第六冊共計18冊。茲歸納研究結果如下：
一、 現行國中社會學習領域教科書中56.86%的課別有設計融入人權教育議題能力指標。
二、 現行國中社會學習領域教科書中，將人權教育議題能力指標融入在「歷史」主題比例最高。
三、 現行國中社會學習領域教科書中，融入「人權的內容」學習軸比例高於「人權的價值與實踐」學習軸。
四、 現行國中社會學習領域教科書中，同一學習軸下，被設計融入的人權教育議題能力指標具有集中現象。
五、 國中社會學習領域教科書中，能多元運用各種方式呈現人權教育議題能力指標之內涵。
六、 教科書在能力指標融入上有其限制，致使某些能力指標被忽視。
七、 社會學習領域教科書中，詮釋人權教育議題能力指標的適切性僅達65%。
依據上述之研究結果，本研究提出建議以供未來教科書編輯者、教師及未來相關研究之參考。
The purpose of this study is to understand the current situations of integrating competence indicators of human rights education contained in social studies textbooks of junior high school by analyzing the selection and illustration of the competence indicators of human rights education in the social studies textbooks of junior high school. Furthermore, inferring that the current situations of the implementation of human rights education in junior high school. With the content analysis method, this study compared the textbooks of three editions, Han-lin, Kang-xuan, and Nan-yi, from book 1 to book 6 on 18 volumes. The major findings of this study are summarized as follows: 1. In the current social studies textbooks of junior high school, the competence indicators of human rights education is integrated into 56.86% of all lessons. 2. In the current social studies textbooks of junior high school, the theme of History has the highest percentage of lessons which integrate the competence indicators of human rights education. 3. In the current social studies textbooks of junior high school, the core competence of “The content of human rights” has the higher percentage than the core competence of “The value and practice of human rights” of lessons which integrate the competence indicators of human rights education. 4. In the current social studies textbooks of junior high school, under the same core competence, the selection and illustration of the competence indicators of human rights education is concentrated. 5. In the social studies textbooks of junior high school, the competence indicators of human rights education is illustrated with diversified ways. 6. The integration of the competence indicators of human rights education in the social studies textbooks is limited. And it causes some competence indicators of human rights education to been ignored. 7. In the social studies textbooks of junior high school, only 65% of all lessons which integrate the competence indicators of human rights education are apposite. In conclusion, according to the findings of this study, a few related suggestions are regard as references to the textbook editors, the teachers, and the studies in the future.
The purpose of this study is to understand the current situations of integrating competence indicators of human rights education contained in social studies textbooks of junior high school by analyzing the selection and illustration of the competence indicators of human rights education in the social studies textbooks of junior high school. Furthermore, inferring that the current situations of the implementation of human rights education in junior high school. With the content analysis method, this study compared the textbooks of three editions, Han-lin, Kang-xuan, and Nan-yi, from book 1 to book 6 on 18 volumes. The major findings of this study are summarized as follows: 1. In the current social studies textbooks of junior high school, the competence indicators of human rights education is integrated into 56.86% of all lessons. 2. In the current social studies textbooks of junior high school, the theme of History has the highest percentage of lessons which integrate the competence indicators of human rights education. 3. In the current social studies textbooks of junior high school, the core competence of “The content of human rights” has the higher percentage than the core competence of “The value and practice of human rights” of lessons which integrate the competence indicators of human rights education. 4. In the current social studies textbooks of junior high school, under the same core competence, the selection and illustration of the competence indicators of human rights education is concentrated. 5. In the social studies textbooks of junior high school, the competence indicators of human rights education is illustrated with diversified ways. 6. The integration of the competence indicators of human rights education in the social studies textbooks is limited. And it causes some competence indicators of human rights education to been ignored. 7. In the social studies textbooks of junior high school, only 65% of all lessons which integrate the competence indicators of human rights education are apposite. In conclusion, according to the findings of this study, a few related suggestions are regard as references to the textbook editors, the teachers, and the studies in the future.
Description
Keywords
社會學習領域, 教科書, 人權教育, 內容分析, social studies, textbook, human rights education, content analysis