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研究生:蘇婷玉
研究生(外文):Ting-Yu Su
論文名稱:中學地理教科書中全球教育內涵之跨國分析比較
論文名稱(外文):A Cross-Country Comparison Study on Global Education of Geography Textbooks in High School
指導教授:賴進貴賴進貴引用關係
口試委員:高慶珍歐陽鍾玲
口試日期:2015-06-16
學位類別:碩士
校院名稱:國立臺灣大學
系所名稱:地理環境資源學研究所
學門:社會及行為科學學門
學類:地理學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:111
中文關鍵詞:全球化全球教育地理教科書內容分析
外文關鍵詞:globalizationglobal educationgeography textbookscontent analysis
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科技的進步使得世界各國人民得以突破地理空間的障礙與限制,自由地進行交流與溝通,全球緊密相連,進入全球化時代。今日的學生是否具備足夠的知識與能力來因應是許多國家教育當局所重視,也促進了全球教育的發展,幫助學生強化全球化知能。
本研究透過比較中國、英國、美國、日本及臺灣(龍騰版與翰林版)的中學地理教科書內容,以了解現行各國中學地理教科書中全球教育內涵的呈現與差異,從中析取具體的資料,使未來的地理課綱研擬及教科書編寫有所依據及助益。為達上述目的,本研究利用文獻分析整理出全球教育三大學習面向:「全球系統關連」、「全球重要議題」、「多元文化理解」,並細分為九個類目:「全球治理」、「全球經濟發展」、「全球連結性」、「公平與正義」、「人口與分布」、「環境與資源」、「安全與健康」、「文化認知與欣賞」及「族群肯認與尊重」。接下來採用內容分析法,同時以量化和質性方式檢視比較各國中學地理教科書中所呈現的全球教育內涵,包括課文、圖片及練習活動三個部分。
針對課文部分,本研究發現全球教育內涵佔地理教科書的比重由高至低依序為日本版、翰林版、龍騰版、美國版、英國版及中國版,以「環境與資源」類目比例最高,「全球連結性」類目比例最低。翰林版、龍騰版的全球尺度與本國尺度較平衡。英國版提供較多生活化教材、美國版與英國版安排較多的正反論述。針對圖片部分,現有課本以表徵性與組織性認知功能的圖片使用比例最高,美國版的圖片一律編排相關問題引導學生判讀。練習活動部分以「了解」層次認知歷程的練習活動居多,英國版編排較多利用網路資源進行的練習活動。根據上述結論,本研究針對教育單位、教科書編輯和後續研究提出若干未來建議。


Advances in technology make people all over the world exceed the geospatial limits. With different kinds of electrical equipment, people communicate and exchange information freely. Each individual is connected with each other. The age of globalization has come. Nowadays education authorities in many countries put a high value on students’ response to globalization. In order to strengthen students’ competence, global education has been promoted.
This study compares current high school geography textbooks in China, UK, USA, Japan and Taiwan (Lungteng version and Hanlin version). The comparison is to understand the appearance and the differences of the global education. Besides, the study obtains good elements from them; hope to be helpful for framing and compiling contents in Taiwan geography textbooks. To achieve the goal, this study sorts out three aspects of global education: global system connection, important global issues, and multi-cultural understanding. The three aspects are subdivided into nine separate sections: global governance, global economic development, global connection, fairness and justice, population and distribution, environment and resources, safety and health, culture cognition and appreciation, and ethnic recognition and respect. The Content Analysis is adopted in this study to examine the global education in geography textbooks quantitatively and qualitatively. Texts, illustrations, and activities in textbooks are also examined.
The study reveals several facts below. In the part of “proportion of global education,” the Japan edition geography textbook involves the most texts. After that the ratings are: Hanlin version, Lungteng version, the US edition, the UK edition, and the China edition. The section “environment and resources” is mentioned the most; on the contrary, the section "global connection" is mentioned the least. Hanlin version and Lungteng version get the balance between the global scale and the home-country scale in texts. The UK edition provides more materials related to human life. The US edition and the UK edition are designed more discussions from positive and negative sides in texts. All geography textbooks place the highest proportion to representational and organizational illustrations. The US edition sets up more questions to guide students to explain or understand illustrations. Activities of “understanding level” are arranged the most. The UK edition lays out more activities that students have to use the Internet resources to deal with. According to the conclusions above, several recommendations are proposed for education authorities, textbook editors, and further studies in the future.


摘要 
Abstract 
目錄 
圖目錄 
表目錄 
第一章 緒論 1
第一節 研究背景 1
一、全球教育的重要性 1
二、教科書的重要性 3
三、本研究的重要性 4
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
一、中學 6
二、地理教科書 6
三、全球教育 7
第二章 文獻回顧 8
第一節 全球教育的定義與目標 8
一、全球教育的定義 8
二、全球教育相關名詞辨異 9
三、全球教育的目標 11
第二節 全球教育的內涵 13
一、學者所提出的全球教育學習概念 13
二、各國所規劃的全球教育課程內容 17
第三節 全球教育與地理教育的關聯 21
一、全球化與地理教育 21
二、地理教育國際憲章與全球教育 23
三、各國地理課程中的全球教育概念 24
四、全球教育與地理(社會領域)教育相關研究 29
第四節 教科書研究 31
一、教科書研究分類 32
二、教科書中的圖片 33
三、教科書中的練習活動 34
四、地理教科書相關研究 37
第三章 研究設計與實施 40
第一節 研究架構 40
第二節 研究對象 41
一、臺灣版教科書 41
二、美國版教科書 41
三、英國版教科書 42
四、日本版教科書 42
五、中國版教科書 43
第三節 研究方法 44
一、分析類目 45
二、分析單位 47
三、信度檢定 47
四、效度檢定 51
第四節 研究流程 52
第五節 資料處理與分析 54
一、資料處理 54
二、資料分析 54
第六節 研究限制 55
一、研究者本身能力限制 55
二、研究版本限制 55
三、研究內容限制 55
四、研究方法限制 55
第四章 研究結果與討論 56
第一節 課文涵蓋比例分析 56
一、整體呈現與主類目比較 56
二、次類目比較 64
第二節 課文編排分析 72
一、課文空間尺度比較 72
二、課文撰寫比較 76
第三節 圖片編排分析 79
一、圖片空間尺度比較 79
二、圖片認知功能比較 81
三、圖片呈現比較 83
第四節 練習活動編排分析 89
一、練習活動空間尺度比較 89
二、練習活動認知歷程比較 91
三、練習活動設計比較 94
第五章 結論與建議 97
第一節 結論 97
第二節 建議 101
一、課綱制定者、教科書編輯者 101
二、後續研究者 103
參考文獻 104


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