臺灣與日本高中電腦教科書比較

Abstract

本研究目的在分析與比較臺灣與日本高中電腦教科書，以作為我國高中電腦教科書改進的參考。分析的範圍包括教科書組織架構、文字圖表篇幅、插圖使用及問題解決呈現等。選定分析的教科書樣本，包括臺灣國立編譯館審定的四本及日本最常被採用的三本教科書。分析的方式，在文字圖表篇幅及插圖使用方面，是以每本書抽樣20%的頁面進行量的分析；在組織架構及問題解決呈現方面，則是以繪製結構圖的方式進行質的分析。 研究結果顯示：（1）臺灣教科書的插圖篇幅比例較日本為高，但每頁平均使用插圖數量則較日本少；顯示台灣以較大篇幅呈現插圖，但插圖運用之比例則較低。（2）臺灣插圖比較強調表徵與組織功能，日本插圖則比較重視解釋功能。（3）日本教科書附錄內容比較豐富。（4）臺灣教科書比較注重解題程序的學習，日本則注重解題應用的練習。建議臺灣教科書可多嘗試使用插圖來輔助概念呈現，增加中文筆劃的索引查詢方式；演算法範例可適度增加類似習題或實作練習，使學生有更多解題應用的機會。The purpose of this study is to compare the high school computer science textbooks in Taiwan and Japan. Four Taiwan MOE-reviewed textbooks and three popular adopted textbooks from Japan were selected as the samples. The textbooks were analyzed in four perspectives: structure of textbook, presentation of problem-solving, proportion of text and illustrations, and functions of illustrations, respectively. The analysis results showed that: the textbook structure were similar in the two countries, except that Japanese textbooks provided more appendixes for the readers; Taiwanese textbooks focused more on demonstrating problem-solving procedures, whereas Japanese textbooks focused more on applications of algorithms; Taiwanese textbooks gave larger space for illustrations, but Japanese textbooks used illustrations more frequently; and Taiwanese textbooks preferred to use illustrations for representational and organizational purposes, but Japanese textbooks mainly used as interpretational function. It was suggested that Taiwanese textbooks could be further improved by providing more reference materials in the appendix such as a Chinese index, giving illustrations more interpretational roles, and offering more examples and exercises to practice and apply problem-solving skills.