從編審歷程探究國小社會教科書文本之知識形塑

Abstract

本研究旨在從教科書編輯與審查的互動歷程中探究教科書文本知識的轉變情形，並分析影響其知識形塑的相關因素。本研究採質性研究設計，以國小社會學習領域快樂版（化名）三到五年級的教科書為研究對象，採文件分析與訪談法蒐集資料。文件分析以國家教育研究院留存之教科書審查意見表為主，分析審查者的審查意見與編者的回覆意見，共分析18份教科書審查意見表，並對照送審初版與發行版教科書之差異，以瞭解教科書文本知識具體轉變的情形。再以文件分析結果為基礎，訪談編審歷程中的相關人員，以瞭解影響知識形塑的相關因素，共訪談教科書編輯委員、審定委員與審定行政人員共8位。 研究結果發現編審協商前後的國小社會教科書文本知識在既定的社會科學傳統裡產生轉變，包括在教材內容正確性、教材內容適切性、教材內容多元性、教材組織繼續性與統整性、書寫風格多樣性、教學活動設計層次性等六大面向上正向的改變，但整體而言，仍無法跳脫社會科學傳統進而轉向更具批判性的反省探究或反省實踐取向。其次，本研究發現影響教科書知識形塑的因素包括：編審間的權力位置與角力拉鋸，編審對於社會科課程定位與教科書角色認知的差異，審定規範的限制與侷限等。 本研究最後分別針對編審互動歷程、審定單位與編輯單位提出具體建議，並就本研究之限制提出未來研究之建議。The purpose of this study was to investigate the shaping of knowledge and its influential factors of elementary social studies textbooks through the editing and review process. The subjects were the Happy version (pseudonym) textbooks of the social studies for grade 3, 4, 5. This study applied document analysis and interviews to collect data. Document analysis was based on the social studies textbook review documents from the National Academy for Educational Research (NAER). Eighteen textbook review documents were analyzed and the differences between the drafted textbooks submitted for review and the final-edition ones in issue were compared to understand the changes of text. Eight individuals were interviewed including the editors, members of the textbook review committee, and members of NAER, to understand the factors influencing knowledge shaping. This study found that text knowledge was changed under the established tradition of social sciences, including positive changes on the correctness/appropriateness/variety of knowledge content, the continuity/integration of material organization, the diversity of writing styles, and the levels of instructional design. However, the textbooks still cannot shift from the social science tradition to a more critical tradition of reflective inquiry or reflective praxis. Factors influencing the shaping of knowledge include the positions of power and wrestling between the editors and the reviewers, the cognition of the editors and reviewers about social studies traditions and the roles of textbooks, and the limits of review norms. This study not only provides suggestions for the editors, the review committee, and the interaction process between them, but reveals the limitations of the study for future research.