從編審歷程分析國小社會學習領域教科書文本知識之轉變

Knowledge Transformation in the Process of Textbook Censorship for Elementary Social Studies

教科書文本是經過協商之後的產品，在編審互動歷程中，有些知識被保留、修正或刪除，無論是何種結果，背後都潛藏教科書編者與審查者的意識型態與權力關係互動。本研究分析國小社會學習領域教科書文本轉變的歷程與結果，探討教科書在編審歷程中，知識觀點如何轉變？本研究採用內容分析的質性分析方法，檢視國小社會學習領域第二階段教科書的三個版本，每個版本含教科書的審查版與教科書審查意見表。本研究發現五個面向的文本知識轉變情形：從成人觀點回到學生經驗、從單一觀點到多元觀點、從有限的取材到多樣的實例、從低層次轉化到高層次的提問方式、減少政治正確與道德勸說的內容。最後，本文依據研究結論提出教科書編審歷程中應注意的問題。

The content of textbooks is retained, amended, or deleted during the process of compilation and review. Textbooks are products of negotiation which reflect the interactions of ideologies and power relations between editors and reviewers. This study aims to analyze the knowledge transformation for elementary social studies textbooks in the process of textbook censorship. It applied qualitative content analysis to review three versions of elementary social studies textbooks. Each versions included drafted textbooks and review comments form. The findings revealed five aspects of knowledge transformations: (1) from text-centric to learner-centric logic, (2) from single perspective to multiple points of view, (3) from limited examples to diverse examples, and (4) from lower-level to higher-level questions, (5) reduction of political correctness and moral persuasion. Finally, this paper proposes several recommendations for textbook editors and reviewers.