社會學習領域教科書內容編製邏輯之研究

Abstract

本研究旨在探討社會學習領域教科書內容編製邏輯，期能透過文獻探討、教科書內容分析與編製實務的交互檢證，解析課程知識系統、課程組織邏輯與教科書內涵、結構間的交互關係，而後提出社會學習領域教科書內容之編製邏輯，以供教科書內容實務編製者另類的思維。

一本教科書內容，不僅涉及課程知識與教科書內涵的相互依存，更涉及課程組織如何與教科書內容結構，以及學習者的心理認知歷程，進行交互建構。因此，社會教科書內容編製，一方面從課程知識系統去思考教科書的內涵；另一方面考量學生的認知發展歷程，從課程組織邏輯解析教科書文本結構與發展順序。而本研究目的即在於清楚剖析教科書內容編製時，教科書的知識內涵、組織邏輯與編製模式，希望能抽衍出教科書內容編製的相關要素、原則、策略與流程，解析社會學習領域教科書內容編製邏輯。

據此，本研究先進行文獻探討，從教科書內容及組織邏輯兩方面，提出社會學習領域內容編製之理論基礎；其次選擇當前美國Pearson公司與臺灣三家社會教科書，進行內容分析，比較兩國教科書內容與組織邏輯的異同，進而推衍彼此所立基的理論基礎。而後訪談美國Pearson Scott Foresman版與臺灣C版之編製團隊，從雙方之編製經驗，評析編製團隊所呈現的編製理念，或能釐清理論與實務間的相互關係。

綜合本研究，除了從相關理論檢視出版社的編製經驗外，導出幾點結果： 一、美國與臺灣的社會教科書內容，均以課程綱要為依據，從中選擇學習主題、知識概念與學習技能。兩者內涵均以課程（學科）知識為本，學習策略為輔。 二、美國與臺灣的社會教科書內容組織，均以知識組織為主體，再參酌心理組織原則，交互建構教科書文本。 三、分析美國與臺灣社會教科書內容與組織型態，對照其編製實務經驗，發現社會教科書內容編製受到當代時空背景所影響，係屬集體意識下的產物。

最後，本研究綜合理論與實務交互檢證的結果，提出幾點建議，與大家共同深思，期許方家惠予指正。This study explores the editing logic of social studies textbooks with the objective of providing further information and alternative thinking on the editing logic of textbooks in social studies. A textbook not only includes curriculum knowledge, but also covers how curriculum design interacts with the construction of textbook content and the cognitive progress of learners. Hence, the study examines subject matter from two viewpoints: the first aim is to rethink the textbook concept from the curriculum knowledge point of view, the second aim is to analyze curriculum design by examining textbook structure and page layout. The literature review investigates the editing logic of textbooks in social studies. The content analysis discusses the similarities and differences between social studies publications chosen from US (by Pearson Scott Foresman, 2005) and Taiwan (by Nani, Kancian and Hanlin, 2008), and attempts to understand the differences in terms of both theory and practice. In-depth interviews with Taiwanese publishers of social studies textbooks are also included in this study. Finally, the main purpose of this study is to provide some useful references for future studies through related empirical discourses on the editing of textbooks in social studies. The study, besides providing publisher’s editing experience from related theories, also leads to a few conclusions as described below. Firstly, both in Taiwan and the US, the content of textbooks in social studies adhere to curriculum guidelines which include studying subjects, knowledge concepts and learning skills. In addition, the content primarily focuses on curriculum knowledge, then on learning strategy. Moreover, the content organization of textbooks in social studies emphasizes knowledge organization and then consults psychological organization principles to edit textbooks in both Taiwan and the US. Furthermore, by analyzing the content and organization type of textbooks in social studies and contrasting the editing experience in Taiwan and the US, the result shows that the content of textbooks is influenced by contemporary, temporal, and spatial conditions and becomes the product of collective consciousness. Finally, according to the result of synthesizing the correlation between the theory and the practice, this study proposes several suggestions for everyone to think about and all advice will be greatly appreciated.