國民小學客家語教科書學習內容之比較分析

A Comparative Analysis of the Contents of Hakka Language Textbooks for Elementary Schools

本文旨在分析100學年度通過教育部審查之大語版、康軒版、翰林版及部編版第一、二冊客家語教科書之學習內容，並以學習領域之學習階段作為劃分依據，比較各版本教科書之間的內容異同。本文採用量化統計和質性敘述兼具的內容分析法，分析類目則依據賴光真（2006）分為教材內容、教學設計、教學資源等三個面向進行分析。本文研究結果如下：就教材內容而言，已通過審查之第一、二冊，各版本之間差異性不大，教材內容能配合兒童的日常生活經驗，且重視客語聽說能力的加強。各版本中，僅部編版有提升寫的能力，大語版和翰林版課文取材多古詩詞或客家文學作品，各版本有性別刻板印象的圖文出現。就教學設計而言，教學活動均以兒童為中心，設計多元活潑，亦能運用多媒體教具，且於一般普通教室即可操作。就教學資源而言，各版本的教師手冊內均羅列許多參考資源，以康軒版和翰林版最為豐富多元，圖文並茂，陳述詳盡。各版本均有提供或提示多媒體練習和課本練習題，但內容差異頗大。最後，本文提出相關建議，以供日後教材編寫、增修、發展，以及教師選用教科書的參考。

This study made use of content analysis to explore content differences in Hakka language textbooks published by Dayu， Kangxuan， Hanlin， and the Ministry of Education in different learning stages. According to Lai (2006)， the analytical items in this study were divided into three aspects: teaching material， instructional design and teaching resource. The research results were stated as follows. For teaching material， no significant difference existed among different versions of Volume 1 and Volume 2. Most teaching materials were extracted mainly from subjects in daily lives. Listening and speaking abilities were emphasized. Dayu and Hanlin used too many poems and Hakka literature articles as teaching materials. Sexual stereotyping illustrations came out in all textbooks. For instructional design， teaching activities were student-centered. All versions adopted multi-media teaching tools which functioned well in traditional classrooms and can be easily operated. For teaching resource， all versions provided a lot of teaching resources in their teachers’ manuals. Kangxu and Hanlin versions had rich references and illustrations. All versions offered many multi-media and writing practices， but there were still plenty of differences in the contents. It is in the hope that this study could provide useful suggestions for the edition， revision and development of teaching materials， or a reference for teachers to pick out suitable Hakka language textbooks.