兩岸國中階段英語教科書內容比較-以臺灣翰林版和大陸人教版為例
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2016
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本研究旨在分析比較兩岸國中階段英語課程綱要(標準)及英語教科書的異同並採用內容分析法做比較，在課程綱要(標準)部分，以臺灣2012年修正之「國民中小學九年一貫課程綱要－語言學習領域(英語)」及中國大陸2011年頒佈之「義務教育英語課程標準」為研究對象；在教科書部分，選取臺灣翰林版和大陸人教版為研究對象。茲將研究結果歸納出主要結論如下：
一、在課程綱要(標準)部分
（一）基本理念敘述方式雖不同，但皆以學習者為中心，且聽、說、讀、寫四種综合技能並重。
（二）兩岸的課綱皆有課程目標的敘述，但中國大陸針對每一分級再用文字具體描述之。
（三）兩岸聽的技能相似、中國大陸對說的技能要求語調自然及自我修正、中國大陸在讀的技能中要求課外閱讀字詞量、臺灣在寫的技能上要求翻譯能力的養成。
（四）教材內容的規範，兩岸於課綱/課標中皆列有主題設計表，但臺灣增列體裁分類表。
二、在教科書部分
（一）語言技能項目-臺灣的教科書偏重「讀」、中國大陸則偏重「讀寫」的技能培養。一般而言，中國大陸人教版教科書各冊的練習活動所涵蓋的技能數多於臺灣。
（二）主題設計項目-「寫信、電話、網路」及「朋友與個人關係」皆為兩岸主題分佈的前三名，而「性別平等」、「人權」這2項主題均未明顯分佈。
（三）體裁呈現項目-兩岸教科書的體裁呈現皆以「對話」和「報告、短文」的比重為前3名。臺灣翰林版教科書比中國大陸人教版教科書在體裁呈現上，分布較多元。
三、兩岸教科書內容在課程綱要/標準的規範下之轉化情形
兩岸教科書大致能透過不同主題設計、體裁呈現和不同的語言技能練習活動呈現能力指標/分級標準所列出的語言技能。
基於上述研究結果，研究者據以提出建議以供相關單位及人員，作為修訂課程綱要、編訂教科書或未來相關研究之參考。
The purpose of this study was to compare and analyze the similarities and differences of the junior high school’s English curriculum syllabuses and textbooks between Taiwan and China. This research mainly adopts Content Analysis Method. The results are concluded as follows: 1. Syllabuses （1）The basic idea of the cross-strait syllabuses is just different in statement, but similar emphasizing the student-centered and equally focus on listening, speaking, reading, and writing skills. （2）There are main courses in both Taiwan and China. Taiwan lists the generalized objective, while China makes a general statement first, then list the main goal of each learning phase. （3）The contents in listening indicator is similar. China states native speaker’s intonation, self-correct ability in speaking indicator. China states words capacity for extracurricular in reading indicator. Taiwan states translating ability in writing indicator. （4）There are topic designation and types of literature lists in Taiwan Syllabuses, but China has only topic designation list. 2. Textbook （1）Language skills: Taiwan emphasizes reading skill in exercises designing, while China emphasizes reading-writing skill. The exercise designing contains more skills in China than in Taiwan. （2）Topic designation: “Letter-phone-network” and “the relationship between personal and friends” are ranked on the top 3 topic designation on both Taiwan and China, while lacking “sex-equal” and “human rights” topic designation. （3）Types of literature: “conversation” and “report and reading” are the two major types on both Taiwan and China. The types of literature provided in textbooks of Taiwan are more abundant than that of China. 3. The transforming status between syllabuses and textbooks: The cross-strait textbooks can generally transform the statement of indicates through various exercises, topic designation and types of literature on their own syllabuses. According to the research results above, the researcher mentions several suggestions for the reference of related English education units and personnel revising the English curriculum syllabuses of junior high school phase, editing textbooks or doing future research.
The purpose of this study was to compare and analyze the similarities and differences of the junior high school’s English curriculum syllabuses and textbooks between Taiwan and China. This research mainly adopts Content Analysis Method. The results are concluded as follows: 1. Syllabuses （1）The basic idea of the cross-strait syllabuses is just different in statement, but similar emphasizing the student-centered and equally focus on listening, speaking, reading, and writing skills. （2）There are main courses in both Taiwan and China. Taiwan lists the generalized objective, while China makes a general statement first, then list the main goal of each learning phase. （3）The contents in listening indicator is similar. China states native speaker’s intonation, self-correct ability in speaking indicator. China states words capacity for extracurricular in reading indicator. Taiwan states translating ability in writing indicator. （4）There are topic designation and types of literature lists in Taiwan Syllabuses, but China has only topic designation list. 2. Textbook （1）Language skills: Taiwan emphasizes reading skill in exercises designing, while China emphasizes reading-writing skill. The exercise designing contains more skills in China than in Taiwan. （2）Topic designation: “Letter-phone-network” and “the relationship between personal and friends” are ranked on the top 3 topic designation on both Taiwan and China, while lacking “sex-equal” and “human rights” topic designation. （3）Types of literature: “conversation” and “report and reading” are the two major types on both Taiwan and China. The types of literature provided in textbooks of Taiwan are more abundant than that of China. 3. The transforming status between syllabuses and textbooks: The cross-strait textbooks can generally transform the statement of indicates through various exercises, topic designation and types of literature on their own syllabuses. According to the research results above, the researcher mentions several suggestions for the reference of related English education units and personnel revising the English curriculum syllabuses of junior high school phase, editing textbooks or doing future research.
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英語課程綱要, 英語教科書, 國中階段, 兩岸, English curriculum, English textbooks, junior high school, cross-strait