國民小學健康與體育一年級教科書內容分析之研究

Abstract

教育的首要目標為增進學生的知識與能力，教科書是中小學階段學生學習的主要資源，也是是課綱精神和內涵的實體化，是落實課程改革於實際教學活動的最重要工具，教科書之良窳與國家之教育有著極密切的關係。方法：本研究採用內容分析法，分析健康與體育領域一年級教科書中核心素養及學習重點分布情形，並與九年一貫課程綱要健康與體育領域教科書進行比較分析。結論：(一) 在核心素養分布中，A自主行動出出現頻率最高，B溝通互動出現頻率最低。(二) 在學習表現中，偏重1a.健康知識、1c.運動知識、3c.技能表現；在1b.技能概念、3a.健康技能、4b.健康倡議宣導。(三) 在學習內容中，主題內容偏重B.安全生活與運動防護；A.生長、發展與體適能出現較少。(四) 在分段能力指標與學習重點的對應中，九年一貫課程與十二年國教課程內容指標差異不顯著，但有部分能力指標是無法與學習重點進行對應。The primary goal of education is to enhance students' knowledge and abilities. Textbooks serve as the primary resource for students in the primary and secondary school stages, embodying the spirit and content of the curriculum. They are the most crucial tools for implementing curriculum reforms in actual teaching activities. The quality of textbooks is closely related to the education of the nation. Method: This study employs content analysis to examine the distribution of core competencies and learning emphases in first-grade textbooks in the field of health and physical education. A comparative analysis is conducted by comparing these findings with the curriculum guidelines for health and physical education in the Nine-Year Integrated Curriculum. Conclusion:(1)The Core Competency focus on A. Autonomous Action, B.Communication and Interaction has the lowest frequency of communication and interaction.(2) In the Learning Performance, emphasis is placed on 1a. Health knowledge, 1c. Sports knowledge, 3c. Skill performance; in 1b. Skill concepts, 3a. Health skills, and 4b. Health initiative promotion.(3) In the Learning Content, the subject content focuses on B. Safe living and sports protection; A. Growth, development and physical fitness appear less.(4) There is no significant difference in content indicators between the Grade 1-9 Curriculum and the Curriculum for the 12-Year Basic Education, but some Competence Indicators or Benchmarks cannot correspond to the Learning focus.