高一歷史及生物課文友善性探究：師生觀點

A Study on the Friendliness of High School History and Biology Textbooks: Views from Teachers and Students

本研究旨在探討教師與學生對於高一歷史與生物課本的「友善性」是否有不同觀點，教師是否了解學生的閱讀困難，以及他們採取哪些策略來協助學生。本研究針對 8 位老師及 16 位學生進行半結構式個別訪談，並根據師生對課文友善性之觀點進行資料分析。研究發現，無論是兩科之間、或是師生之間，對於課文友善性的看法其實差距並不大。例如，歷史科教師認為課文的書寫方式在文字層面及概念上皆讓學生面臨學習困難；生物科教師則認為課文的描述過於簡略、圖片缺乏立體視覺效果等，導致學生無法靠自行閱讀而理解。然而，為了幫助學生解決上述學習困難，除了少數教師會教導學生整理課本內容與筆記之外，其餘皆直接捨棄課本而以自編講義或提供其他補充材料來進行教學。此外，兩科教師在選擇課本版本時主要根據「知識點」、「圖表清晰度」或出版商的服務態度來做決定，而非根據課文的友善性進行挑選。另外對於課外閱讀的態度亦採被動態度，而沒有積極將之納為正式課程一部分。至於學生方面，由於教師很少協助他們閱讀課本，因此他們大多依賴教師的講義、筆記或參考書，而不會自行閱讀課本。此外，學生不認為教師所提供的補充教材有助於學習，反而認為會增加他們的負擔。根據研究發現，篇末乃提出相關建議以提供未來高中教學現場教師在選擇及使用課本之參考。

The purpose of this study is to understand whether the friendliness of high school textbooks was perceived differently from teachers and students, and what were the strategies teachers adopted to help students. Through semi-structured individual interviews with 8 teachers and 16 10th graders, it was found that the views toward textbooks were quite similar between the teachers of two subjects, or between teachers and students. For example, history teachers believe that the writing style of textbooks makes students face learning difficulties both in the text-level and conceptual level. Biology teachers also think that the description of the text is too vague and the pictures lack a three-dimensional visual way, which makes it impossible for students to read and understand by themselves. In order to solve the aforementioned problems, although a few teachers would teach students to organize textbook content and notes, most of the teachers would abandon textbooks and make their own handouts or provide other supplementary materials for students, which makes students even more dependent on teachers than reading the textbook by themselves. Students also feel that the supplementary materials provided by teachers are not useful but increase their burden. In addition, most teachers still make decisions based on the 'knowledge points', 'clarity of diagrams' or the publisher's service when choosing the textbook version, rather than the friendliness of the text. Their attitude towards extracurricular reading remained passive. Based on the study’s findings, the author provided further suggestions for the selection and use of textbooks by high school teachers.