從教科書內容分析展望素養導向的課程實踐：以十二年國民基本教育一年級數學教科書為例

Expectations of Literacy-Based Curriculum from the Analysis of Textbook Content: First Grade Mathematics Textbooks for the 12-Year Basic Education Curriculum

本研究先就十二年國民基本教育課程綱要總綱進行內容分析，歸納十二年國民基本教育課程中素養導向課程的關鍵期待，形成素養導向課程的檢核指標。再針對臺灣一年級教科書之「二位數的加減法內容」，對應美國教科書相同內容進行分析，依前述檢核指標找出對應的特色教材內容，並探討其對素養導向的設計。經由研究發現，首先，素養導向課程檢核指標可歸納為學習情境、深化學習、延伸應用三個層面的十項指標。其次，臺灣各版本教科書大多在幫助自主學習、具情境脈絡化、提供思考探究機會、提供互動互惠機會等方面，有呼應素養導向的教材內容設計。再者，美國各版本教科書在幫助自主學習、探究思考、適性化學習與跨領域學習等方面，有深入與細膩的素養導向設計，可供臺灣教科書的設計編輯及學校教師的課堂實踐時參考。基於前述發現，本研究亦提供相關建議，供教科書設計及學校與教師進行素養導向課程與教學實踐之參考。

This study involved a content analysis of the general guidelines of the 12-Year Basic Education Curriculum to identify the key expectations therein and establish a checklist index for this literacy-based curriculum. The researcher analyzed the content of two-digit addition and subtraction in comparable first-grade textbooks from Taiwan and the United States and utilized the aforementioned checklist to identify corresponding teaching materials. On the basis of an analysis of literacy-based design, the researcher found that Taiwan's textbooks respond to literacy-based textbooks: they support autonomous learning, contextualize material, and provide opportunities for thought and inquiry, as well as for interaction and reciprocity. Textbooks in the United States also include an in-depth and sophisticated literacy-based design that further supports autonomous learning, inquisitive thinking, altitudinal learning, and interdisciplinary learning. In conclusion, this study provides suggestions for the textbook design of a literacy- based curriculum and offers guidelines to teachers and schools on how to most effectively implement such a curriculum.