差異化的公民養成──高職與高中的公民與社會教科書比較

Differentiated Civic Cultivation: A Comparison of Civics and Society Textbooks in Vocational and Academic High Schools

10.6481/JTR.201812_11(3).01

陳素秋(Su-Chiu Chen)

公民與社會 ； 教科書 ； 高職 ； 公民主體 ； Civics and Society ； textbook ； vocational high school ； civic subject

教科書研究

11卷3期（2018 / 12 / 15）

1 - 32

繁體中文

既有研究文獻指出高中與高職的教育分流對政治參與有顯著影響，高職學生的政治參與明顯低於一般高中學生。因此，探討高職與高中的公民養成教育有何差異，成為重要研究主題。本文針對高中與高職的「公民與社會」教科書進行文本分析，探究高職與高中之公民養成內涵有何差異。研究發現有三：首先、相較高中，高職略過人權保障、國家權力節制、積極公民參與以及國際議題等主題。其次、即便相同主題，高職在討論差異與不平等，以及分析公共體制時，都排除了反思社會結構如何形成不平等與壓迫的討論，以及反思體制如何被建構的後設思考。最後、在問題思考上，高職提問偏向複習教材、感想抒發以及提升趣味，未如高中般處理爭議性的公共政策議題。這些差異顯示高職教材預設的是守規範的公民，而高中則是改良社會公民。

The literature indicates that educational tracking between vocational and academic schools has a considerable impact on political participation, with vocational school students demonstrating less political engagement. Therefore, examining differences in civic education between vocational and academic schools has become a major focus of research. This study conducted textual analysis to compare Civics and Society textbooks in vocational and academic high schools in terms of their civic cultivation content. Three research findings were made. First, compared with academic schools textbooks, vocational school textbooks omitted themes such as human rights protection, state power moderation, active civic participation, and international affairs. Second, even for themes common to both textbooks, those for vocational schools excluded a discussion of how the social structure leads to inequality and oppression or a meta-analysis of how institutions are constructed. Finally, the questions covered in vocational school textbooks tended toward textbook reviews and elicited interest, whereas those for academic high schools tackled controversial public policy issues. These differences suggest that vocational school textbooks posit civic obedience, whereas those for academic schools assume that citizens bear the responsibility for improving society.

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