臺北市國中數學領域教科書選用現況調查研究
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2008
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Abstract
本研究的目的在於了解臺北市國民中學數學領域教科書選用現況及差異情形以及部編本教科書加入教科書市場後教師們選用的狀況及原因。本研究主要係採文獻分析、問卷調查及訪談的方式來進行。其中文獻分析部分係探討一、國民中學教科書政策的沿革及階段，二、國民中學教科書選用，三、國民中學數學學習領域發展，四、教科書選用之相關研究等四方面，以作為問題研究的理論基礎；而問卷調查部分，則是針對臺北市國中，依學校規模分成三類，抽樣51所學校之數學領域教師共430人作為研究對象，以自編之「國民中學數學領域教科書選用情況調查研究問卷」為調查工具，計回收之有效樣本問卷有409 份，有效問卷回收率為95%。問卷處理採用SPSS for Windows10.0版套裝軟體，進行次數分配與百分比、平均數與標準差、單因子變異數分析（one- ANOVA）、Scheffe事後比較檢定法、t 檢定（t test）等統計分析及訪談資料編碼來進行。
依上述資料分析結果，本研究獲得以下結論：
壹、臺北市國民中學數學領域教師選用部編本教科書的狀況及原因
1.教師們已不會受八十三年版統編本教科書的光環效應所影響，而能著重在教學內容的合適性與學生需求為主要的選用考量。2.不選擇部編本的理由大多認為部編本數學教科書內容不夠活潑；其次認為教科書內容份量不適當，不能在教學時數內教授完成，多半原因是認為習作的份量太多且較難，且無法與課本內容相呼應。3.部編本教科書的編輯群不像八十三年版的編輯群經驗豐富，對於國中階段的學生學習與教師教學在內容上很難去轉化成課堂上的學習。4.部編本課本內容上的範例題與所提到的觀念並不是那麼恰當。
貳、臺北市國民中學數學領域教師選用教科書現況
1.臺北市各國中數學領域教科書主要是由領域內教師進行評選工作。2.學校行政人員在學校層級教科書選用方面，扮演著推動而非主導之角色。3.部編本教科書出現，從一開始廣為各校採用到最近的市場率下滑，可以顯現出當時所謂違反符合全面民主開放之精神的聲音已不再出現，而回到以教師專業及學生學習為主。4.選用的決策方式以大家討論後一起投票決定為最高。5.選用的決策過程是以要求老師填寫評鑑表格為最高。6.臺北市國中數學教師最認同的規準還是對教科書內容是否能清楚表達的重要知識概念為主。
參、國中數學領域教師選用教科書的考量因素及其影響成因
1.數學領域教師在選用教科書時最主要的考量因素裡，以考慮學生學習的適合度為最高。2.數學領域教師在選用教科書時最主要的影響因素裡，以教學者的教學方便為主要考量，在考慮教科書的價格問題為最低，顯示數學教師選用教科書時並不會以家長的立場上去思考價格的問題，此一變項普遍最不為數學老師所重視。
最後依據研究結論，分別針對教育行政機關、學校教師及行政人員、出版商以及未來相關研究提出具體建議，作為現行教科書開放政策反省與改進之參考。
This study is to explore the current situation of selecting mathematics textbooks in junior high schools in Taipei City, and to understand mathematics teachers’ views of selecting the official edition textbooks. This study is conducted by means of document analysis and survey research method. The former discusses the policy transition of textbook selection, the development of mathematics education in junior high schools, the current situation of textbook selection and related studies. The latter is designed for 430 mathematics teachers in 51 junior high schools in Taipei City, which constitutes 95% of return rate. SPSS 10.0 for Windows package software is used to proceed statistic analysis, such as time distribution and percentage, mean and standard deviation, one-way ANOVA, Scheffe´ method, and t-test. According to the results of data analysis, some conclusions are proposed as followed. First, as the reason why or why not mathematics teachers in Taipei City select the official edition textbooks is concerned, they mainly emphasize on the suitability of teaching contents and students’ needs of learning. They don’t select the official edition textbooks because the contents are not active enough, the quantity is not suitable, some examples do not match concepts, and the contents of workbook are too hard. Besides, the editors are not experienced. Second, the current situation of selecting junior high school mathematics textbooks in Taipei City is that teachers make the decision by form evaluation and voting. They mostly consider if the contents can clearly express important concepts. Teachers’ profession and students’ learning are main factors of selecting textbook. In addition, students in the same grade always use the same edition textbook for three years. Finally, based on the conclusions of this study, some suggestions, as references for improving the system of selecting textbooks, are advanced to the education administrations, school’s administrative staff, teachers, and textbook publishers.
This study is to explore the current situation of selecting mathematics textbooks in junior high schools in Taipei City, and to understand mathematics teachers’ views of selecting the official edition textbooks. This study is conducted by means of document analysis and survey research method. The former discusses the policy transition of textbook selection, the development of mathematics education in junior high schools, the current situation of textbook selection and related studies. The latter is designed for 430 mathematics teachers in 51 junior high schools in Taipei City, which constitutes 95% of return rate. SPSS 10.0 for Windows package software is used to proceed statistic analysis, such as time distribution and percentage, mean and standard deviation, one-way ANOVA, Scheffe´ method, and t-test. According to the results of data analysis, some conclusions are proposed as followed. First, as the reason why or why not mathematics teachers in Taipei City select the official edition textbooks is concerned, they mainly emphasize on the suitability of teaching contents and students’ needs of learning. They don’t select the official edition textbooks because the contents are not active enough, the quantity is not suitable, some examples do not match concepts, and the contents of workbook are too hard. Besides, the editors are not experienced. Second, the current situation of selecting junior high school mathematics textbooks in Taipei City is that teachers make the decision by form evaluation and voting. They mostly consider if the contents can clearly express important concepts. Teachers’ profession and students’ learning are main factors of selecting textbook. In addition, students in the same grade always use the same edition textbook for three years. Finally, based on the conclusions of this study, some suggestions, as references for improving the system of selecting textbooks, are advanced to the education administrations, school’s administrative staff, teachers, and textbook publishers.
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教科書選用現況, 教科書開放, 審定本教科書, 部編本教科書, textbook selection, textbook policy, official edition textbook