國小國語文教科書第二學習階段能力指標分析之研究;Study of Elementary School’s Second Stages Mandarin Textbook Competence Indicators Analysis

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Title:	國小國語文教科書第二學習階段能力指標分析之研究;Study of Elementary School’s Second Stages Mandarin Textbook Competence Indicators Analysis
Authors:	王瑞臨;WANG, RUEI-LIN
Contributors:	教育學碩士在職專班
Keywords:	國語文教科書;能力指標;mandarin textbook;competence indicators
Date:	2017
Issue Date:	2019-07-17 10:49:06 (UTC+8)
Publisher:	教育學碩士在職專班
Abstract:	本研究主要目的是探討國小國語文教科書第二學習階段能力指標的分布情形，運用文件分析法，針對九年一貫課程綱要─國語文學習領域之能力指標進行分析，以檢視現行國語文教科書較常見的三個版本能力指標與課綱能力指標的符應程度。並獲致以下結論：一、A版本能力指標與課綱指標相較符合程度高，其中，以認知類能力指標出現次數偏高，與電腦科技有關及情意類指標能力指標出現次數偏低。。二、B版本能力指標未納入情形頗多，未納入的指標與認知類、電腦科技類、情意類指標有關。三、四年級間能力指標出現次數差異頗大。三、C版本各冊及各指標項目間之分佈比例幾乎沒有差異，而未納入的能力指標包含有電腦科技類及情意類指標，但特別的是C版本在閱讀及寫作能力指標項目將情意類指標列為重要的項目。四、閱讀能力指標項目均為三版本比例最高，而寫作能力指標在三版本的比例均低於課綱指標的比例。三版本出現次數較高的分段能力指標均與基本學習方法的指標有關，而未納入的指標則多與書法、電腦科技及情意類指標相關。最後依據上述研究結果提出建議，以供教科書編輯者、教科書選用者及後續研究者之參考。 The main purpose of the study is to comprehend the actual distribution situation of elementary school’s second stages mandarin textbook competence indicators.The study use document analysis method to analyze three commonest versions of elementary school’s second stages mandarin textbook competence indicators and compare with the Grade 1-9 Curriculum Guidelines of mandarin learning area, obtain the conclusions as follows:1.The competence indicators of A version is highly conform with the Grade 1-9 Curriculum Guidelines of mandarin learning area. The frenquency of conginitive competence indicators is high, and the IT and Affective competence indicators’ frenquency.is low.2.The B version missed a lot of competence indicators in compared with the Grade 1-9 Curriculum Guidelines of mandarin learning area. Most of the missing competence indicators are concerned with Conginitive, IT and Affective competence indicators, and the frenquency between 3rd and 4th Grade is very different.3.The competence indicators of C version shows no differnece between 3rd and 4th Grade. Most of the missing competence indicators are concerned with IT and Affective competence indicators. C version put more stress on Affective compentence indicators, especiall in Reading and Writing compentence indicators.4.All of the three version has highest frequency in Reading competence indicatiors, and lower porpotion of Writing competence indicators when compared with the Grade 1-9 Curriculum Guidelines of mandarin learning area. All of them have high frenquency on Conginitive compentence indicators, and missing the Calligraphy, IT and Affective competence indicators.Lastly, depending on the above research conslusions, offer some related suggestions to be the reference for the editors, teachers, and the future
Appears in Collections:	[教育學研究所] 學位論文

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