淡江大學機構典藏:Item 987654321/73877
English  |  正體中文  |  简体中文  |  Items with full text/Total items : 62830/95882 (66%)
Visitors : 4038395      Online Users : 566
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/73877


    Title: 國民中學歷史教科書品格相關故事之內容分析
    Other Titles: A content analysis of the character related stories in textbooks of history for junior high school
    Authors: 林淑穎;Lin, Su-En
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清
    Keywords: 內容分析法;品格;故事;Content Analysis;Character;story
    Date: 2011
    Issue Date: 2011-12-28 17:24:07 (UTC+8)
    Abstract: 本研究採用「內容分析法」，以目前市占率較高的三個版本國中歷史教科書七至九年級共十八冊為對象，分析品格教育相關故事中的品格教育類目與故事表現方式。本研究的結論如下：

    一、在國中歷史教科書中品格故事的相關句數所占比率頗低，可見歷史教科書的品格教育內容並不豐富。
    二、「值得信賴」、「尊重」、「負責任」、「公平」、「關懷」、「公民責任」等六大品格類目所出現的比例，在三個版本都呈現分布不均衡的現象，且差異甚大，顯示三個版本歷史課本內容，並非同等重視每項品格。
    三、本研究以教育部十四項品格為次類目，研究結果發現，歷史教科書品格故事次類目在三個版本以「主動積極」出現最多，第二為「信用」。
    四、國中歷史教科書品格相關故事的表現方式以「聯結法」最多，其次為「寓意法」，最後為「反思法」。
    五、比較三個版本歷史教科書的品格相關故事的內涵與表現方式，差異不大，且趨向一致。其一，教科書所包含之品格相關故事的比率不高；其二，在品格主類目均以「負責任」最多，「公平」最少；其三，在品格次類目皆以「主動積極」最多；其四，故事的表現方式均以「聯結法」最多。
    依據上述結論，本研究提出若干建議，以供學校行政、教師、出版商、學生、以及未來後續研究者之參考。
    The purpose of this study was to understand the character related stories in textbooks of history for junior high school, in terms of their categories of character and modes of expression. Three editions of most popular textbooks of history for junior high school were analyzed by using the method of content analysis. Some findings of the analysis were as follows:
    1. The ratio of character related sentences in textbooks of history for junior high school is low. So we can find that the character education in textbooks of history for junior high school was not abundant.
    2. The distribution of six pillars of character in the three popular editions of textbooks -Trustworthiness、Respect、Responsibility、Fairness、Caring、Citizenship - is not balanced. It shows that not every character in the textbooks of history for junior high school is stressed with the same importance.
    3. The minor pillars (subcategories of character) are based on the 14 characters set up by the Minister of Education. It shows that the most dominant minor pillar in textbooks of history for junior high school is “active”, the second one is “credit”.
    4. The most dominant way to express character related stories is “connection method”. The second one is “implication method”. The last one is “reflection method”.
    5.The comparative analysis among the three editions of textbooks suggests that the difference in the content and expression in textbooks of history for junior high school is small, and the tendency is the same.
    Base on findings mentioned above, this study proposed some suggestions for school administrators, teachers, textbook publishers, students and future researchers.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

    Files in This Item:

    File SizeFormat
    index.html0KbHTML199View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback