國中公民與社會教科書中原住民族議題內容之分析研究—以十二年國教108課綱版本為例

Abstract

本研究旨在探討十二年國教108課綱國中公民與社會教科書在原住民族及其文化內涵上的敘寫與呈現，透過文本分析法的方式，除了瞭解目前教科書三個版本—翰林、康軒與南一在原住民族議題內涵上的實質內容與呈現情形為何，並比較各版本彼此之間之異同外，也檢視三個版本是否皆有遵循著十二年國教108課綱對於原住民族多元文化教育的揭示，同時也試圖檢視與反思臺灣原住民族長期所遭受，且過往教科書亦不時潛藏著的扭曲、忽略、汙名化、偏見與刻板印象等現象是否在當今的教科書中已不復見。本研究發現與獲致結論如下：壹、各版本教科書在原住民族議題內容敘寫上尺有所短、寸有所長一、能提供學生思考原住民族轉型正義之基礎知能（一）能認識當代原住民族權利訴求內涵（二）能了解原住民族受外部社會衝擊的過程二、能提升學生尊重與欣賞多元文化並具備自我文化認同的信念貳、各版本教科書在原住民族議題內容呈現上大致相同、小有所異參、各版本教科書幾乎皆符合108課綱在原住民族多元文化教育上的揭示一、能尊重多元文化與族群差異並具備自我文化認同的信念二、能厚植部落意識與理解原住民族社會中部落的意義與重要性三、能追求社會正義與體察原住民族群體面臨的不公平處境四、能納入各族群歷史文化與價值觀並了解其互動關係五、能避免僅此於表淺、零碎或教條化的學習素材六、能提供學生引導提問以促進高層次思考與探究實作能力肆、各版本教科書或多或少仍存在著不平衡與不完整的原住民族再現現象本研究的建議如下：壹、對教科書編輯與作者之建議 一、應多強調原住民族與其他族群在歷史與當今時代的互動關係 二、應多加著重當代原住民族權利訴求的內涵及其發展脈絡 三、應多提供能夠接近與深度認識原住民族及其文化的機會 四、期待原住民族多元文化教育從過去的附加取向邁向轉化取向 貳、對教師教學與備課之建議 一、應增進原住民族多元文化教育的知能、素養與態度 二、應時時反思自己是否潛藏著刻板印象、偏見或微歧視的意識形態 三、應多加關注學生對於少數族群的態度價值與行為舉止 四、應讓學生能同理原住民族所面臨的不利處境 五、應多提供高層次批判思考與探究行動的機會 參、對未來研究之建議 一、在研究對象上：可以橫跨不同學習階段、領域或科目 二、在研究主題上：可以檢視教科書以外的原住民族多元文化教育 三、在研究方法上：可以搭配其他如訪談法以增加研究詮釋的觀點The purpose of this research is to discuss the narrative and presentation of indigenous peoples and their cultural connotations in the 12-year basic education 108 curriculum junior high school civics and social studies textbook. Through the method of textual analysis, we’ve achieve a couple of goals. First of all, we understand the substance and presentation of the three versions—Hanlin, KangHsuan and Nan-I on the connotations of indigenous peoples. Second, we compare the similarities and differences between the three versions. Besides, we also examine whether the three versions all follow the revelation of the 12-year basic education 108 curriculum on the multicultural education of indigenous peoples. Last but not least, we also attempt to examine and rethink profoundly about whether the distortions, neglect, stigmatization, prejudice and stereotyping that indigenous peoples in Taiwan have long suffered from and that sometimes be concealed in past textbooks are no longer seen in today's textbooks. The findings and conclusions of this study are as follows: I.All versions of textbooks have their own strengths and shortcomings on the narrative of the connotations of indigenous peoples. (Ⅰ)They can provide students with the basic knowledge and ability to think about the transitional justice of indigenous peoples. A.To understand the connotation of the appeal of contemporary indigenous peoples’ rights. B.To understand the process of indigenous peoplebeing impacted by external society.(Ⅱ)They can enhance students' respect and appreciation of multiculture and their belief in their own cultural identity. II.All versions of textbooks are roughly the same, but there are a few differences on the presentation of the connotations of indigenous peoples. III.All versions of textbooks are almost consistent with the revelation of 108 curriculum on the multicultural education of indigenous peoples. (Ⅰ)They can respect multiculturalism and ethnic differences, and have a belief in their own cultural identity.(Ⅱ)They can cultivate tribal consciousness, and understand the significance and importance of tribes in indigenous peoples society.(Ⅲ)They can pursue social justice and to be aware of the inequities faced by indigenous communities.(Ⅳ)They can incorporate the history, culture and values of different ethnic groups and understand their interaction.(Ⅴ)They can avoid providing superficial, fragmentary or doctrinal learning materials.(Ⅵ)They can provide students with some questions to promote their high-level thinking and the ability of inquiry and practice.IV. The unbalanced and incomplete representation of indigenous peoples still exists more or less in all textbooks.The recommendations for this study are as follows:I.Suggestions for textbook editors and authors(Ⅰ)More emphasis should be placed on the historical and contemporary interaction between indigenous peoples and other ethnic groups.(Ⅱ)More attention should be paid to the connotation and development of contemporary indigenous people’s rights.(Ⅲ)More opportunities should be provided for access to and in-depth understanding of indigenous peoples and their cultures.(Ⅳ)It is expected that the multicultural education of indigenous people will move from the additive approach to the transformation approach.II.Suggestions for teaching and lesson preparation(Ⅰ)Teachers should enhance the knowledge, ability, competency and attitude of indigenous people in multicultural education.(Ⅱ)Teachers should always rethink profoundly about whether we have ideologies of hidden stereotypes, prejudices or microaggression.(Ⅲ)More attention should be paid to students' attitudes and behaviors towards minority groups. (Ⅳ)Students should empathize with the disadvantages faced by indigenous people. (Ⅴ)Students should be provided with more opportunities for high-level critical thinking, inquiry and practice. III.Suggestions for future research (Ⅰ)In terms of research objects: It can include different learning stages, fields or subjects. (Ⅱ)In terms of research topics: It can examine the multicultural education of indigenous peoples beyond textbook. (Ⅲ)In terms of research methods: Other methods such as interviews can be utilized to increase viewpoints of research interpretation.