| 摘要: | 本研究旨在以「多元文化-新住民核心課程綱要」檢視康軒及和翰林二個版本國小五、六年級社會學習領域教科書（第五冊至第八冊）其在多元覺知、族群關係、文化探究及社會正義等四個主題軸的呈現情形，以提供未來修正更具備多元文化觀點與族群觀點之課程教材。
本研究以內容分析為主要研究方法，首先，探討族群關係理論、多元文化教育理論、社會重建理論、現行九年一貫課程綱要，並以「多元文化-新住民核心課程綱要」發展出多元文化-新住民核心課程綱要內涵表現分析表為研究工具。
依據上述目的和方法，本研究獲致以下結論：
一、康軒版教材，「多元覺知」主題軸表現以第七冊所占的比例最高，其次為第八冊，第五、六冊未出現；「族群關係」主題軸表現以第七冊所占的比例最高，其次為第八冊，第五、六冊未出現；「文化探究」主題軸表現以第五冊及第八冊所占的比例較高，第六、七冊未出現；「社會正義」主題軸表現以第五及八冊所占的比例較高，第六、七冊未出現。
二、翰林版教材，「多元覺知」主題軸，各冊出現的百分比高低排序是第六冊、第八冊、第五冊及第七冊。「族群關係」、「文化探究」、「社會正義」三個主題軸第五冊~八冊均未出現。
三、就多元文化族群關係觀點，康軒版教材在「多元文化-新住民核心課程綱要」主題軸表現多於翰林版教材，最後，依據研究結果，對後續研究提出建議。
This study aims to review the presentations of the connotation and the theme axises, including Awareness with Multiple Perspectives, Ethnic Relations, Cultural Exploration, and Social Justice, with “The Core Curriculum Guidelines for Multicultural Education and New Immigrants Education (abbreviated bellow as ‘the MNE Core Curriculum guidelines’)” in the two versions of the 5th and 6th grade social studies textbooks (volum 5 to volum 8) in Taiwan, one of which was published by Kang Hsuan Educational Publishing Group (abbreviated bellow as “KH version”) and the other of which was published by Han Lin Publishing Co., Ltd. (abbreviated bellow as “HL version”), in order to discuss the proposed amendments so that the curriculum materials will contain more completely the multicultural perspectives and the ethnic perspectives.
The main research method of this study is content analysis. This study investigated the theories of ethnic relations, multicultural education and social reconstruction as well as the current Grade 1-9 Curriculum Guidelines in Taiwan. A newly developed “Connotation Presentation Analysis Table” based on the MNE Core Curriculum guidelines was used to analyze the social studies textbooks.
According to the purposes and methods mentioned above, the conclusions of this study can be drawn as follows:
1. In KH version, the highest proportion of the theme axis of “Awareness with Multiple Perspectives” is in the 7th volume, the second highest is in the 8th volume, while there is nothing in the 5th and the 6th volumes. Also, the highest proportion of the theme axis of “Ethnic Relations” is samely in the 7th volume, the second highest is in the 8th volume. Still, the textbooks don’t talk about “Ethnic Relations” in the 5th and the 6th volumes. As for the theme axises of “Cultural Exploration” and “Social Justice”, the proportions are higher in the 5th and the 8th volumes, but the two theme axises could not be found in the 6th and the 7th volumes.
2. In HL version, the proportion of the appearance of the theme axis of “awareness with multiple perspectives” from high to low is the 6th volume, the 8th volume, the 5th volume, and the 7th volume. However, the three theme axises of “Ethnic Relations”, “Cultural Exploration”, and “Social Justice” were not found in the textbooks from the 5th to the 8th volumes.
3. On the point of view of the Ethnic Relations and Multiculturalism, the curriculum materials of KH version present the theme axises of MNE Core Curriculum guidelines more and better than those of HL version do. This study made suggestions in the end for future research according to the research results. |
