支持教改實踐的教科書設計：以日本中學校理科教科書中生物單元之論述分析為例

Textbook Design to Support the Enactment of Educational Reform: Discourse Analysis of a Biology Unit in a Japanese Junior High School Science Textbook

10.3966/102887082020096603002

林君憶(Chun-Yi Lin)

科學探究 ； 素養 ； 教科書設計 ； 語料庫輔助論述分析 ； 課程改革實踐 ； scientific inquiry ； competencies ； textbook design ； corpus-assisted discourse analysis ； curriculum reform enactment

教育研究集刊

66:3期（2020 / 09 / 30）

37 - 75

繁體中文

本研究採語料庫輔助論述分析，主要探究日本中學校（即國中）三年級理科教科書「生命的延續性」單元設計，部分參照臺灣教科書內容，探討教科書設計於教改脈絡下之意涵。研究發現，日本單元課程設計融合了目標與歷程模式，由日常現象引介學生能探究的問題，圖文版式採大幅攝影供觀察討論、以角色插畫及比臺灣單元使用更少的專有名詞與更多驅動學習表現的動詞，鼓勵學生投入探究活動，以獲得概念理解，並活用理解來思考新問題。其意涵包括教科書創造活用科學概念與探究的情境，以解決問題、適應社會作為學習的脈絡；視學生為探究社群裡知識的建構者與問題解決者，經教師從旁協助運用科學探究方法習得概念、知識與技術，學生再進行小型自由研究。教材提供支持課程改革實踐之完整、穩定且普及的教學鷹架，有利於師生持續投入創造課堂探究社群的新學習經驗。

Using corpus-assisted discourse analysis, this study primarily analyzed the design of a unit titled ＂Continuation of Life＂ in a Japanese science textbook for third-year junior high schoolers with reference to a Taiwanese unit. The study also examined textbook design implications in the context of educational reform. The unit in the Japanese textbook integrates the objective and process curriculum models. To encourage learners to inquire and apply their understanding to manage new problems, the unit introduces inquiry questions through natural phenomena, presents large photographs for observation and discussion, and uses more character illustrations, less terminology, and more verbs that drive learning performance than Taiwanese counterparts do. The findings have the following implications. Textbooks can create learning contexts in which students use science concepts and inquiry to solve problems and adapt to the society. Students are regarded as problem solvers and knowledge constructors in a community of inquiry; with teachers' facilitation, students use scientific inquiry methods to acquire concepts, knowledge, and skills, and then conduct small projects for independent inquiry. Textbooks can serve as comprehensive, stable, and pervasive scaffolds to support the enactment of curriculum reform; they may help teachers and learners co-create new learning experiences in developing inquiry communities in classrooms.

1. 吳貞儀, J.-Y.,林陳涌, C.-Y.,張永達, Y.-T.(2016)。文本知識編排順序對國中學生遺傳學閱讀理解的影響。課程與教學季刊，19(3)，85-112。
   連結：
2. 李明玲, M.-L.,溫媺純, M. L.(2017)。教科書中科學知識架構之內容分析—以生殖與遺傳單元為例。科學教育學刊，25(3)，219-243。
   連結：
3. 周珮儀, P.-I.,鄭明長, M.-C.(2016)。邁向多元典範的教科書研究方法論。課程與教學季刊，19(3)，1-26。
   連結：
4. 陳鏗任, K.-Z.,蔡曉楓, H.-F.(2012)。以科學探究精神開展通識教育：Schwab在芝加哥大學的超越與實踐。教育研究集刊，58(2)，71-108。
   連結：
5. 游美惠, M.-H.(2000)。內容分析、文本分析與論述分析在社會研究的運用。調查研究，8，5-42。
   連結：
6. 塗宥騏, Y.-C.,陳麗華, L.-H.(2014)。教科書審定委員對教科書設計的關注焦點探討：以國小中年級社會學習領域為例。教育研究集刊，60(1)，115-163。
   連結：
7. Abd-El-Khalick, F.,Boujaoude, S.,Duschl, R.,Lederman, N. G.,Mamlok-Naaman, R.,Hofstein, A.,Tuan, H. L.(2004).Inquiry in science education: International perspectives.Science Education,88(3),397-419.
8. Ball, D. L.,Cohen, D. K.(1996).Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform?.Educational Researcher,25(9),6-14.
9. Bell, R. L.,Smetana, L.,Binns, I.(2005).Simplifying inquiry instruction: Assessing the inquiry level of classroom activities.Science Teacher,72(7),30-33.
10. Belland, B. R.(2017).Instructional scaffolding in STEM education.Cham, Switzerland:Springer.
11. Chambliss, M. J.,Calfee, R. C.(1998).Textbooks for learning: Nurturing children’s minds.Malden, MA:Blackwell.
12. Coenders, F.,Terlouw, C.,Dijkstra, S.,Pieters, J.(2010).The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: A case study.Journal of Science Teacher Education,21(5),535-557.
13. Fairclough, N.(2013).Critical discourse analysis: The critical study of language.New York, NY:Routledge.
14. Gee, J. P.(2014).How to do discourse analysis: A toolkit.New York, NY:Routledge.
15. Hanley, J. P.(1970).Curiosity, competence, community. An evaluation of man: A course of study.Cambridge, MA:Curriculum Development Center.
16. Hodson, D.(2014).Learning science, learning about science, doing science: Different goals demand different learning methods.International Journal of Science Education,36(15),2534-2553.
17. Klain, E.(2001).Ideologies in school science textbooks.International Journal of Science Education,23(3),319-329.
18. McTighe, J.,Seif, E.(2003).McTighe, J., & Seif, E. (2003). A summary of underlying theory and research base for understanding by design. Unpublished manuscript..
19. Michaels, S.,Shouse, A. W.,Schweingruber, H. A.(2008).Ready, set, science! Putting research to work in K-8 science classrooms.Washington, DC:The National Academies Press.
20. National Research Council(2013).Next generation science standards: For states, by states.Washington, DC:The National Academies Press.
21. National Research Council(2012).A framework for k-12 science education: Practices, crosscutting concepts, and core ideas.Washington, DC:The National Academies Press.
22. Organisation for Economic Co-operation and Development. (2018). The future of education and skills: Education 2030. Retrieved from http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
23. Organisation for Economic Co-operation and Development(2016).PISA 2015 results (volume I): Excellence and equity in education
24. Partington, A.(2006).Metaphors, motifs and similes across discourse types: Corpus-assisted discourse studies (CADS) at work.Trends in Linguistics Studies and Monographs,171,258-294.
25. Pęzik, P.(Ed.),Waliński, J. T.(Ed.)(2017).Language, corpora and cognition.New York, NY:Oxford.
26. Remillard, J. T.(2005).Examining key concepts in research on teachers’ use of mathematics curricula.Review of Educational Research,75(2),211-246.
27. Taguma, M.(2017).Preliminary findings from the OECD Education 2030 project.国立教育政策研究所紀要,146,95-107.
28. Wiggins, G. P.,McTighe, J.(2005).Understanding by design.Alexandria, VA:Association for Supervision and Curriculum Development.
29. 文部科學省（2017）。新しい学習指導要領の考え方—中央教育審議会における議論から改訂そして実施へ。取自https://www.mext.go.jp/a_menu/shotou/new-cs/__icsFiles/afieldfile/2017/09/28/1396716_1.pdf[Japan Ministry of Education, Culture, Sports, Science and Technology. (2017). The way of thinking of the new course of study – The discussion of the central council for education about revision and implementation. Retrieved from https://www.mext.go.jp/a_menu/shotou/new-cs/__icsFiles/afieldfile/2017/09/28/1396716_1.pdf]
30. 文部科學省（2009）。學習指導要領「生きる力」。取自http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/chu/ri.htm[Japan Ministry of Education, Culture, Sports, Science and Technology. (2009). New course of study in junior high school. Retrieved from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/chu/ri.htm]
31. 日本教材出版（無日期）。2020年度全國教科書採擇表。2020年5月30日，取自https://www.nihonkyouzai.jp/kyozai/list/11089[Japan Teaching Materials Publishing. (n.d.). 2020 national textbook adoption table. Retrieved May 30, 2020, from https://www.nihonkyouzai.jp/kyozai/list/11089]
32. 佐藤學, M.,黃郁倫（譯）, Y.-L.(trans.)(2014).學習革命的願景：學習共同體的設計與實踐.臺北市=Taipei, Taiwan:天下文化=Commonwealth.
33. 佘曉清（編）, H.-C.(ed.),林煥祥（編）, H.-S.(ed.)(2017).PISA 2015臺灣學生的表現.臺北市=Taipei, Taiwan:心理=Psychological.
34. 岡村定矩、荒井豐、飯牟禮俊紀、五百川裕、伊藤聰、大木聖子、結城千代子(2016)。新編新しい科学3。東京都=Tokyo, Japan:東京書籍株式會社=Tokyo Shoseki。
35. 林明煌, M.-H.(2008)。從日本《學習指導要領》的修訂探討其教育變革與發展。教育資料集刊，40，49-84。
36. 秋田喜代美, K.(2018)。以素養為基礎的探究學習：關於日本新學習指導要領的改訂。「素養導向課程深耕與創新教學」研討會，臺北市=Taipei, Taiwan:
37. 國家教育研究院（2019）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校自然科學領域課程手冊。取自https://www.naer.edu.tw/ezfiles/0/1000/img/67/130108399.pdf[National Academy for Educational Research. (2019). Curriculum guidelines in natural science of 12-year basic education for elementary schools, junior high schools, and general senior high schools. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/img/67/130108399.pdf ]
38. 國家教育研究院課程及教學研究中心核心素養工作圈（2015）。十二年國民基本教育核心素養發展手冊。取自https://ws.moe.edu.tw/001/Upload/23/relfile/8006/51358/9df0910c-56e0-433a-8f80-05a50efeca72.pdf[The Group of Core Competencies in Curriculum and Instruction at Research Center of National Academy for Educational Research. (2015). Core competencies development manual of 12-year basic education. Retrieved from https://ws.moe.edu.tw/001/Upload/23/relfile/8006/51358/9df0910c-56e0-433a-8f80-05a50efeca72.pdf]
39. 教育部（2008）。國民中小學九年一貫課程綱要自然與生活科技學習領域。取自https://cirn.moe.edu.tw/WebContent/index.aspx?sid=9&mid=265[Ministry of Education. (2008). Curriculum guidelines of grades 1-9 science and technology. Retrieved from https://cirn.moe.edu.tw/WebContent/index.aspx?sid=9&mid=265]
40. 教育部（2014）。十二年國民基本教育課程綱要總綱。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/87/pta_18543_581357_62438.pdf[Ministry of Education. (2014). Curriculum guidelines of 12-year basic education. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/87/pta_18543_581357_62438.pdf]
41. 項潔, J.,翁稷安, C.-A.(2011)。導論—關於數位人文的思考：理論與方法。數位人文研究的新視野：基礎與想像，臺北市=Taipei, Taiwan:
42. 黃茂在, M.-T.,吳敏而, R. J.(2019)。從幾堂好課，談素養導向自然科學教科書編寫設計。教育研究月刊，303，81-100。
43. 楊龍立, L.-L.,黃光雄, K.-H.(2017).課程發展與設計：理念與實作.臺北市=Taipei, Taiwan:師大書苑=Lucky Bookstore.
44. 歐用生, Y.-S.(2012)。日本中小學「單元教學研究」分析。教育資料集刊，54，121-147。
45. 闕河嘉, H.-C.,陳光華, K.-H.(2016)。庫博中文獨立語料庫分析工具之開發與應用。數位人文：在過去、現在和未來之間，臺北市=Taipei, Taiwan:

1. 劉美慧(Meihui Liu);洪麗卿(Li-Ching Hung);王俐蘋(Li-Ping Wang)(2023)。國際文憑組織「個人與社會」教科書素養導向統整課程設計之分析。教育研究集刊。(69:3)。43-80。