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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73915

    Title: 國民小學社會學習領域教科書的知識意識型態之研究 : 以一個版本為例
    Other Titles: A case study about the knowledge ideology of elementary social studies textbooks
    Authors: 孫乃茹;Sun, Nai-Ju
    Contributors: 淡江大學課程與教學研究所碩士班
    Keywords: 知識;意識型態;教科書;社會學習領域;Knowledge;ideology;Textbooks;social studies
    Date: 2011
    Issue Date: 2011-12-28 17:31:38 (UTC+8)
    Abstract: 本研究以內容分析法探討99學年度出版之A版本國民小學社會學習領域教科書的知識意識型態(含括該版本生活課程教科書中社會學習領域內容)。本研究將國民小學社會學習領域教科書的知識意識型態歸納為三種立場、六種取向,分別是:⑴客觀立場觀念啟思取向;⑵客觀立場經驗認識取向;⑶互動立場學科認知歷程取向;⑷互動立場社會實用取向;⑸轉化立場自我感知取向;⑹轉化立場社會行動取向。探討重點為:⑴各類型知識意識型態的分布情形;⑵分析各類型知識意識型態在教科書中展現的樣貌。歸納研究結果,獲得以下結論:
    This study aims at discussing the knowledge ideology of A version elementary social studies textbooks which was published between 2010 and 2011 school year, including the teaching materials relating to social studies in life curriculum textbooks. This research adopts the methods of content analysis. In this study, the knowledge ideology of elementary social studies textbooks was divided into three positions and six orientations, ,and namely as the followings: (1) objectivity position ideal heuristic orientation; (2) objectivity position empirical study orientation; (3) transaction position discipline cognitive process orientation; (4) transaction position social practicality orientation; (5) transformation position self-perception orientation;(6)transformation position social action orientation. The content of this thesis puts emphasis on the following points: The first point is the distribution of various types of the knowledge ideology. The second point is the presence of various types of the knowledge ideology in textbooks . The conlusions and findings of this study are as follows:
    (1) A full set of textbooks overall, the most emphasis is put on the objectivity position, then comes the transaction position. The transformation position has the lowest percentage. In aspect of orientation, the empirical study orientation is the main orientation, the social practicality orientation is the second, the self-perception orientation and the discipline cognitive process orientation are in third place, while the social action orientation and the ideal heuristic orientation have the lowest percentage.
    (2) The ideal heuristic orientation appears the least, only 3.6% of the total proportion. It concentrate on the history materials in stage three.
    (3) The empirical study orientation makes up 41.8% of the total proportion, being the main knowledge ideology of A version textbooks. The materals of empirical study orientation provide sensory experience for students to accept systematic discipline knowledge in textbooks.
    (4) The discipline cognitive process orientation appears in the textbooks or units about Taiwan and hometown. Design subsidiary small unit to guide procedural knowledge. Besides,the essay and lessons of A version textbooks include inquiry activities.
    (5) The frequency distribution Percentage of social practicality orientation is 22.6%. The percentage is second to the empirical study orientation. The feature is that issues are introduced in unit of discipline concept.
    (6) Most of self-perception orientation materals are attached to discipline concept unit in point-like style. the learning content leads students to express their feelings and love of emotion, or through the learning content to enhance student understanding of their own.
    (7) The frequency distribution Percentage of social action orientation is 5.0%. The social action orientation activities include conveying message, paticipating in environment protection activities, knowing the social action model, proposesing own social activities.
    Appears in Collections:[課程與教學研究所] 學位論文

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