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| Title: | 教科書審查規準建構之研究－以九年一貫課程社會學習領域為例 |
| Authors: | 賴光真 |
| Contributors: | 黃炳煌
秦夢群
賴光真 |
| Keywords: | 審查規準
教科書
審查
社會科
九年一貫課程
Evaluation criteria
Textbook
Evaluation
Social studies |
| Date: | 2000 |
| Issue Date: | 2016-04-01 17:17:18 (UTC+8) |
| Abstract: | 鑑於教科書審查規準的建構在建構過程、方法模式、規準結構及規準內容等各方面均未臻理想，本研究透過文獻分析與問卷調查等方法，針對教科書審查規準的建構問題進行研究。除探討教科書審查規準的定義、功能、特質、發展模式等相關概念外，更著重於建構原則的歸納；此外，並以九年一貫課程社會學習領域教科書審查規準為例進行實際建構。研究之主要目的在於為教科書審查規準的建構，奠定理論性的與實證性的基礎，並提出研究所得供各界做為訂定、修訂或研究審查規準之參考。
經由文獻探討，本研究認為審查的實施在我國現階段的教科書發展上具有正當性與必要性，教科書審查規準之主要功能在於可以積極性地輔助審查的執行以及消極性地管制約束審查者，次要功能則是在於可以做為出版業者編輯研發教科書的參照指標，此外亦可發揮做為與公眾對話的共同語言、做為師資培訓參考教材等衍生功能。審查規準的建構，在鉅觀層面的發展模式上，應包括規準建構規劃、規準建構、規準實施、規準檢討評鑑等四大要素，以及相關的規準改革作為與回饋程序；其微觀層面的建構程序，則應包括建構定向、規準設計、規準妥適性驗證、規準修訂、規準定案等步驟及相關的回饋線。在鉅觀與微觀層面的發展與建構模式下，教科書審查規準的建構成為一個循環不斷的動態發展歷程。審查規準的建構及其妥適性的檢核，必須把握或遵循一些技術性與實質性的原則，計有四類十三項。第一類為「與規準建構程序相關的原則」，包括：適當程序原則、專業共議原則；第二類為「與規準基本定位相關的原則」，包括：分科建構原則、審查專用原則、質性處理原則；第三類為「與規準結構相關的原則」，包括：程序區隔原則、必要規準原則；第四類為「與規準內容相關的原則」，包括：廣泛周延原則、適切水準原則、效度原則、具體明確原則、內在標準原則、項目獨立原則等。如果做為事後檢核規準妥適性之用時，則尚應檢視其是否能發揮其預期的功能。
為建構九年一貫課程社會學習領域教科書審查規準，本研究透過教科書角色與功能、課程設計、及閱讀理解等相關研究的啟示，歸納出內容選材、組織結構、教學設計、圖文傳達、物理產製、研發過程等六大項，做為審查規準頂層架構的六個構面，再進一步解析各構面的細部架構。整個規準架構與既有的相關審查或評鑑規準做對照，具有相當的普效性與涵括能力，用以做為教科書審查規準之架構，應是合理而可行的。惟為實際使用，此一理論架構必須一合理的審查作業進程做階段區隔，並以手冊形式詳細闡述各規準項目的定義與審查方法，提供審查人員做為共同的背景知識與評鑑基礎。
為驗證所歸納之審查規準建構原則的妥適性，以及所建構之九年一貫課程社會學習領域教科書審查規準的妥適性，本研究問卷調查方式，諮詢各類專家學者、教師、出版業者，以及文字編輯、美術編輯、印刷、媒體等相關專業人員之意見。諮詢結果發現，在建構原則妥適性方面，其中適當程序原則、專業共議原則、分科建構原則、審查專用原則、程序區隔原則、適切水準原則、效度原則、具體明確原則、內在標準原則、項目獨立原則等建構原則並無太大爭議，至於質性處理原則、必要規準原則、廣泛周延原則等方面，部分諮詢對象抱持不同看法，認為審查規準的建構可以考慮併用質性與量性方式來處理審查結果，可以考慮區分必要規準與一般規準，並可以將部分教科書屬性、成分與研發過程等改由其他評鑑進行處理。基於審查的特質與目的，本研究仍建議應力求維持並遵循上述建構原則，若欲放鬆，則必須有良好的配套措施。
至於九年一貫課程社會學習領域教科書審查規準的妥適性，本研究係依據教科書審查規準建構原則進行檢核。在與規準建構程序、規準基本定位、規準結構相關的原則等方面，所建構的審查規準基本上均能符合。至於與規準內容相關的原則以及是否能發揮預期功能等方面，諮詢對象多半肯定所建構的審查規準能夠符合各該項建構原則，但提出有部分的修訂意見。
最後依據文獻分析的結果與實證研究的發現，本研究針對教科書審查規準的應用、未來建構、未來相關研究等，分別提出若干建議。
Since there is still some unsatisfactory parts on the constructive process, methodology, structures and contents of screen-and-approval criteria(SAC) of textbooks, this study tries to explore these issues through literature analysis and questionnaire survey. The definition, functions, property, develop-and-construct model and constructive principles of SAC are discussed, and tries to construct SAC for social studies textbook of 1-9 curriculum guideline of compulsory education system is tried. The main purpose of this study is to establish the theoretical and empirical basis for the construction of SAC, and to offer reference for people who is going to construct SAC, modify SAC, or inquire the issues of the construction of SAC in future.
The screen-and-approval process of textbook is indispensable to the development of qualified textbooks in Taiwan. The major function of SAC is to assist and to restrain the screen-and-approval process, moreover it can guide the publishers to develop and publish qualified textbooks. SAC can also be a common conversation language between public and screen-and-approval institution, and be a reference material for the teachers who are being training. On the macro-dimension, the development model of SAC should include four elements : planning, constructing, implementing, and evaluating. On the micro-dimension, the construction process of SAC should follow three steps: to decide the approach of the construction of SAC, to design SAC, and to verify the validity of SAC. Through the model and process described above, the construction of SAC forms a dynamic circulating process. For the construction of and the appropriateness verification of SAC, there are 13 principles which can divide into 4 categories that must follow. The first category includes two principles that relate to constructive process that includes: 1.the construction of SAC must arrange some adaptive processes; 2.the construction of SAC must invite some experts and stakeholders to participate. The second category includes three principles that relate to constructive approach : 3.construct a subject-oriented SAC, not a generic type one; 4. construct SAC for screen-and-approval use only, not for all kinds of textbook evaluations; 5.the result of screen-and-approval must display in quality mode. The third category includes two principles that relate to the structure of SAC : 6.SAC must separate to some sections according to the stages of the screen-and-approval process; 7.all SAC must be uncompromising criteria. The fourth category includes six principles that relate to the content of SAC that includes: 8. SAC must contains all criteria that textbook screen-and-approval need to consider; 9.the standard of passing of each SAC must proper; 10.all SAC must be relevant to textbook quality and effectiveness; 11.the implication of each SAC must concrete and clear; 12. SAC must exclude the criteria that relate to practical effectiveness of textbooks; 13.all SAC must exclusive mutually. For the appropriateness verification of SAC, it is necessary to check whether the SAC can function as to assist and to restrain the screen-and-approval process, and to guide the publishers to develop and publish qualified textbooks.
In order to construct SAC of social studies textbooks of 1-9 curriculum guideline of compulsory education system, the structure of textbook SAC is established through the discussion or research about the role and function of textbook, curriculum design, and reading comprehension. The upper structure of SAC are constituted by 6 dimensions: content selection, organization structure, instructional design, communicate effectiveness of text and illustrations and tables, physical making-up, and R & D process. Each dimensions includes many criteria items. For practical application, the theoretical structure of SAC should separate to three sections: the complication planning of textbook series, the main components of individual textbook, and the other components of individual textbook. Furthermore, it is necessary to elaborate the definition and evaluative method of each SAC in a booklet, so as to be the background knowledge and evaluation basis for people who screen-and-approval textbooks.
This study tries to verify the appropriateness of the constructive principles and SAC of social studies textbooks through consults several professors, teachers, publishers and somespecialists in edition, graphic arts, typography, and courseware. For the appropriateness of constructive principles, most of them are agreed by consultants, but those three principles that the result of screen-and-approval must display in quality mode, all SAC items must to be uncompromising criteria, SAC must contains all criteria that textbook screen-and-approval need to consider, leave some rooms for arguing. Some consultants suggest the result of screen-and-approval can display in both qualitative and quantitative mode, some items of SAC can meet selectively, and some items of SAC are criteria that ought to consider in other situation of textbook evaluation. For the sake of the nature and goal of textbook screen-and-approval, it is suggested tend to persist the three principles above. If the construction of SAC don`t follow those three principles, some remedies are needed.
For the appropriateness of SAC of social studies textbooks of 1-9 curriculum guideline, it can meet the constructive principles which are relevant to constructive process, approach, and structure. Most consultants agree that the SAC can meet those constructive principles which are relevant to the content and can perform the expectative functions, but some suggestions for revision are offered.
Consequently, with the outcomes of literature analysis and the findings of empirical research, some recommendations for the application, construction, research of SAC are made. |
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| Description: | 博士
國立政治大學
教育學系 |
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